One in five American children now live in families with incomes below the povertyline, and their prospects are not bright. Low income is statistically linked with a variety of poor outcomes for children, from low birth weight and poor nutrition in infancy to increased chances of academic failure, emotional distress, and unwed childbirth in adolescence. To address these problems it is not enough to know that money makes a difference; we need to understand how. Consequences of Growing Up Poor is an extensive and illuminating examination of the paths through which economic deprivation damages children at all stages of their development. In Consequences of Growing Up Poor, developmental psychologists, economists, and sociologists revisit a large body of studies to answer specific questions about how low income puts children at risk intellectually, emotionally, and physically. Many of their investigations demonstrate that although income clearly creates disadvantages, it does so selectively and in a wide variety of ways. Low-income preschoolers exhibit poorer cognitive and verbal skills because they are generally exposed to fewer toys, books, and other stimulating experiences in the home. Poor parents also tend to rely on home-based child care, where the quality and amount of attention children receive is inferior to that of professional facilities. In later years, conflict between economically stressed parents increases anxiety and weakens self-esteem in their teenaged children. Although they share economic hardships, the home lives of poor children are not homogenous. Consequences of Growing Up Poor investigates whether such family conditions as the marital status, education, and involvement of parents mitigate the ill effects of poverty. Consequences of Growing Up Poor also looks at the importance of timing: Does being poor have a different impact on preschoolers, children, and adolescents? When are children most vulnerable to poverty? Some contributors find that poverty in the prenatal or early childhood years appears to be particularly detrimental to cognitive development and physical health. Others offer evidence that lower income has a stronger negative effect during adolescence than in childhood or adulthood. Based on their findings, the editors and contributors to Consequences of Growing Up Poor recommend more sharply focused child welfare policies targeted to specific eras and conditions of poor children's lives. They also weigh the relative need for income supplements, child care subsidies, and home interventions. Consequences of Growing Up Poor describes the extent and causes of hardships for poor children, defines the interaction between income and family, and offers solutions to improve young lives. JEANNE BROOKS-GUNN is Virginia and Leonard Marx Professor of Child Development at Teachers College, Columbia University. She is also director of the Center for Young Children and Families, and co-directs the Adolescent Study Program at Teachers College.

The 1996 welfare reform bill marked the beginning of a new era in public assistance. Although the new law has reduced welfare rolls, falling caseloads do not necessarily mean a better standard of living for families. In For Better and For Worse, editors Greg J. Duncan and P. Lindsay Chase-Lansdale and a roster of distinguished experts examine the evidence and evaluate whether welfare reform has met one of its chief goals-improving the well-being of the nation's poor children. For Better and For Worse opens with a lively political history of the welfare reform legislation, which demonstrates how conservative politicians capitalize on public concern over such social problems as single parenthood to win support for the radical reforms. Part I reviews how individual states redesigned, implemented, and are managing their welfare systems. These chapters show that most states appear to view maternal employment, rather that income enhancement and marriage, as key to improving child well-being. Part II focuses on national and multistate evaluations of the changes in welfare to examine how families and children are actually faring under the new system. These chapters suggest that work-focused reforms have not hurt children, and that reforms that provide financial support for working families can actually enhance children's development. Part III presents a variety of perspectives on policy options for the future. Remarkable here is the common ground for both liberals and conservatives on the need to support work and at the same time strengthen safety-net programs such as Food Stamps. Although welfare reform-along with the Earned Income Tax Credit and the booming economy of the nineties-has helped bring mothers into the labor force and some children out of poverty, the nation still faces daunting challenges in helping single parents become permanent members of the workforce. For Better and For Worse gathers the most recent data on the effects of welfare reform in one timely volume focused on improving the life chances of poor children.

During the 1990s, growing demands to end chronic welfare dependency culminated in the 1996 federal "welfare-to-work" reforms. But regardless of welfare reform, the United States has always been home to a large population of working poor—people who remain poor even when they work and do not receive welfare. In a concentrated effort to address the problems of the working poor, a coalition of community activists and business leaders in Milwaukee, Wisconsin, launched New Hope, an experimental program that boosted employment among the city's poor while reducing poverty and improving children's lives. In Higher Ground, Greg Duncan, Aletha Huston, and Thomas Weisner provide a compelling look at how New Hope can serve as a model for national anti-poverty policies. New Hope was a social contract—not a welfare program—in which participants were required to work a minimum of thirty hours a week in order to be eligible for earnings supplements and health and child care subsidies. All participants had access to career counseling and temporary community service jobs. Drawing on evidence from surveys, public records of employment and earnings, in-depth interviews, and ethnographic observation, Higher Ground tells the story of this ambitious three-year social experiment and evaluates how participants fared relative to a control group. The results were highly encouraging. Poverty rates declined among families that participated in the program. Employment and earnings increased among participants who were not initially working full-time, relative to their counterparts in a control group. For those who had faced just one significant barrier to employment (such as a lack of access to child care or a spotty employment history), these gains lasted years after the program ended. Increased income, combined with New Hope's subsidies for child care and health care, brought marked improvements to the well-being and development of participants' children. Enrollment in child care centers increased, and fewer medical needs went unmet. Children performed better in school and exhibited fewer behavioral problems, and gains were particularly dramatic for boys, who are at the greatest risk for poor academic performance and behavioral disorders. As America takes stock of the successes and shortcomings of the Clinton-era welfare reforms, the authors convincingly demonstrate why New Hope could be a model for state and national policies to assist the working poor. Evidence based and insightfully written, Higher Ground illuminates how policymakers can make work pay for families struggling to escape poverty.

As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.