Corrigendum to “Impacts of urban landscapes on students’ academic performance” [Landsc. Urban Plan. 201 (2020) 103840] (Landscape and Urban Planning (2020) 201, (S0169204619317116), (10.1016/j.landurbplan.2020.103840))

The authors regret that the abstract and key words for this article were not included in the final publication—despite these having been included in the manuscript submission throughout the peer review process. The abstract and key words are obviously important components of a publication, especially in the digital age where they are (1) the only piece of the publication to appear in indexing databases and (2) the primary tools to guide indexers and search-engines. Therefore, the abstract and key words are provided here. Abstract: Contact with nature has long been associated with human health benefits, such as improved vitality and productivity, as well as reduced stress and anxiety. It also appears to impact educational outcomes; however, previous studies have reported mixed conclusions. These contradictory findings indicate that the underlying mechanism of this relationship is still unclear. This study examines the association between urban landscapes and school-level academic performance using data from 470 third-grade schools in the Atlanta Metropolitan Area, Georgia. Measures of urban landscapes in each school attendance area (SAA) include tree canopy cover (%), grass (%), shrub (%), water (%), and impervious surface (%). Standardized test scores on English Language Arts (ELA), Mathematics, Science, and Social Studies were measures for academic performance. Spatial lag simultaneous autoregressive (SAR) models were applied to determine associations between SAA vegetation and water and school-level academic achievement after accounting for demographic (e.g., percent Hispanic) and socioeconomic (e.g., percent students that are certified by National School Lunch Program) factors related to achievement. Tree canopy cover was significantly and positively related to academic performance, while percent grass and shrub covers had no significant associations. Percent water in SAA showed statistically significant and positive correlation with the mean science and social science scores, as well as students’ proficiency level in social science. Findings from this study can help better plan urban environments. Keywords: Green space; Blue space; Academic performance; Simultaneous autoregressive model The authors would like to apologise for any inconvenience caused.