““It is noteworthy that socioceconomics—that is, poor neighborhoods and poor schools—are prominent in both settings. Long ago, the Coleman report (1966) concluded that family socioeconomic level plays a greater role in children's academic achievement than features of the schools children attend, but also that the socioeconomic makeup of a school's enrollment is the most consequential school quality factor. Research since reinforces the second point, with stronger school-SES effects than in Coleman's early research (Borman and Dowling 2010; Rumberger and Palardy 2005). As regards neighborhood, Tama””
