“…A vast body of literature has demonstrated that characteristics such as family income, the level of parent education attainment, race/ethnicity, and other sociopolitical factors contribute to differential expectations of all manner of life outcomes, from risk factors for diseases to expected lifetime earnings, depression, even one’s longevity (Adler & Rehkopf, 2008; Adler & Snibbe, 2003; Hummer & Hernandez, 2013; Kessler & Cleary, 1980; Mather et al, 2014; Matthews et al, 2010; McLeod & Kessler, 1990; Rostron et al, 2010). A growing body of literature on the relationship between the concentrations of students in poverty and academic achievement has shown that the effects of concentrated poverty can extend beyond the effects of an individual’s SES (Banks, 2001; Caldas & Bankston, 1997; Herberger et al, 2019; Schwartz, 2010; Vanderhaar et al, 2006). Moreover, due to the history of racial oppression in America, students of color are more likely to be born into lower socioeconomic strata (Massey & Denton, 1993; Rothstein, 2017; Wilson, 1987) and are more likely to attend schools with higher concentrations of students living in poverty (Frankenberg et al, 2010; Orfield & Lee, 2005; Orfield & Yun, 1999).…”