By Alexander de Cadenet (Alexander de Cadenet) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)%5D, via Wikimedia Commons
One of the central tenets of this blog is that place (and context) matters. We examine this tenet specifically as it pertains to schools, and it’s why we propose viewing schools as forms of ecosystems. Physical environment, colors, natural light, exposure to fresh air, the content that is taught, how it is taught, who it is taught by, the leadership in the building, the social relationships between students and staff — all of this adds up to a dynamic socio-ecological construct that goes far beyond what we currently purport to measure.
So it’s nice to see some further economic research to back this socio-ecological perspective up. Economists Raj Chetty and Nathaniel Hendren have generated a report that demonstrates the fundamental importance of where one grows up on long-term outcomes. As Justin Wolfers points out in his analysis:
Their findings are clear: The earlier a family moved to a good neighborhood, the better the children’s long-run outcomes. The effects are symmetric, too, with each extra year in a worse neighborhood leading to worse long-run outcomes. Most important, they find that each extra year of childhood exposure yields roughly the same change in longer-run outcomes, but that beyond age 23, further exposure has no effect. That is, what matters is not just the quality of your neighborhood, but also the number of childhood years that you are exposed to it.
The implications are clear: education alone will not raise social mobility — we need to foster and transform entire neighborhoods. Much harder work, perhaps—but if we’re honest about tackling poverty and raising opportunity and providing equity for all, then it’s the real work.