Will the President Say Something Meaningful in SOTU about Inequality and Public Education?
Sean Reardon, the Stanford University sociologist has extensively documented the impact of neighborhood inequality on school achievement.
In a report released last fall, Residential Segregation by Income, 1970-2009, with Kendra Bischoff of Cornell University, Reardon describes residential segregation by income across our nation’s 117 largest metropolitan areas (those with populations of 500,000 in 2009). These metropolitan areas are, according to Bischoff and Reardon, “home to 197 million people.”
Bischoff and Reardon study the segregation of families, not households, because, “Segregation is likely more consequential for children than for adults for two reasons. First most children spend a great deal of time in their neighborhood, making that immediate context particularly salient for them, while adults generally work and socialize in a larger geographic area. Second, for children, income segregation can lead to disparities in crucial public amenities, like schools, parks, libraries, and recreation.”
Children are affected by “neighborhood composition effects” such as the poverty rate, the average educational attainment level and the proportion of single parent families in their neighborhood as well as by “resource distribution effects” that include investments in their schools and recreation facilities as well as the presence of public hazards like pollution or
