“…5–48) examined the rural-urban gap in cognition, but only atone SES level (i.e., low-SES children). A third group of studies has identified effects of poverty and effects of context, but do not separate those effects (Foulkes et al, 2008, p. 129; Foulkes and Mori, 2009; Gouin et al, 2015). A fourth group of studies, go deeper in the associations among poverty, context and cognition, examining whether the form and magnitude of income’s relationship with early reading and math achievement differ across the urban-rural continuum (Miller and Votruba-Drzal, 2013, p. 234; Miller et al, 2013, p. 1452).…”