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Question

Children from affluent schools know more, stay in school longer, and end up with better jobs than children from schools that enroll mostly poor children. Children who live in affluent neighborhoods also get into less trouble with the law and have fewer illegitimate children than children who live in poor neighborhoods. Similar patterns are found when we compare white neighborhoods to black neighborhoods. These patterns have convinced many social scientists, policy analysts, and ordinary citizens that a neighborhood or school's social composition really influences children's life chances. But this need not be the case. The differences we observe could simply reflect the fact that children from affluent families do better than children from poor families no matter where they live. Similarly, white children may fare better than black children regardless of their neighborhood's racial mix. In order to determine how much a neighborhood or school's mean socioeconomic status (SES) affects a child's life chances, we need to compare children from similar families who grew up in different kinds of neighborhoods. This study examines what social scientists have learned from studies of this kind. We give considerable attention to the policy implications of the studies we discuss. Many observers (notably W. Wilson, 1987) believe that when poor children have predominantly poor neighbors, their chances of escaping from poverty decline. If this is so, a strong case can be made for governmental efforts to reduce the geographic isolation of poor children. Yet such evidence as we have suggests that the poor—or at least poor blacks

Answer 1

Children from affluent schools tend to have more knowledge, longer academic careers, and better job prospects than those from predominantly low-income schools. Additionally, those living in affluent neighborhoods have fewer legal issues and instances of unplanned pregnancies compared to those in poor neighborhoods. Similar trends are seen in comparisons between white and black neighborhoods. These trends have led many to believe that a neighborhood or school's social makeup significantly impacts a child's opportunities in life. However, it is possible that these disparities simply reflect the overall advantage that children from affluent families have over those from poorer families, regardless of their location. To truly understand the effects of a neighborhood or school's socioeconomic status on a child's future, we must compare children from similar backgrounds who grew up in different environments. This study examines the findings of social scientists in this area and considers the implications for policy. Many experts, such as W. Wilson, argue that when poor children are surrounded by other poor individuals, their chances of upward mobility decrease. This suggests a need for government initiatives to address the isolation of poor children. Yet current evidence indicates that, at least in the case of poor black children