Robert D. Putnam

Stressful conditions from outside school are much more likely to intrude into the classroom in high poverty schools. Every one of ten stressors is two to three times more common in high poverty schools-- Student hunger, unstable housing, lack of medical and dental care, caring for family members, immigration issues, community violence and safety issues.

Poor kids, through no fault of their own, are less prepared by their families, their schools, and their communities to develop their God-given talents as fully as rich kids. For economic productivity and growth, our country needs as much talent as we can find, and we certainly can__ afford to waste it. The opportunity gap imposes on all of us both real costs and what economists term __pportunity costs.

In the quarter century between 1979 and 2005, average after-tax income (adjusted for inflation) grew by $900 a year for the bottom fifth of American households, by $8,700 a year for the middle fifth, and by $745,000 a year for the top 1 percent of households.

Upper-class parents enable their kids to form weak ties by exposing them more often to organized activities, professionals, and other adults. Working-class children, on the other hand, are more likely to interact regularly only with kin and neighborhood children, which limits their formation of valuable weak ties.

Slavery was, in fact, a social system designed to destroy social capital among slaves and between slaves and freemen.

The achievement gap between children from high income and low income families is roughly 30-40% larger among children born in 2001 than among those born 25 years ago. The class gap among students entering kindergarten was two to three times higher than the racial gap.

Social capital may turn out to be a prerequisite for, rather than a consequence of, effective computer-mediated communication.

Schools themselves aren't creating the opportunity gap: the gap is already large by the time children enter kindergarten and does not grow as children progress through school. The gaps in cognitive achievement by level of maternal education that we observe at age 18-powerful predictors of who goes to college and who does not - are mostly present at age 6when children enter school. Schooling plays only a minor role in alleviating or creating test score gaps.