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 Economic mobility involves more than material
benefits and moving up the income ladder.
Community-level friendships between lower- and higher-income individuals that
create economic connectedness are the foundation for economic mobility.
These cross-class friendships boost upward mobility by helping young people
develop the knowledge, skills, and social networks they need to pursue
opportunity and human flourishing.
That’s the main conclusion of a study by Harvard economist Raj Chetty and his
research team of zip code level information on 72.2 million U.S. Facebook users,
84% of all American adults between the ages of 25 and 44.
These friendships are the strongest available predictor of upward mobility for
low-income children, more than school quality, job availability, family
structure, or a community’s racial makeup.
Schools can foster cross-class connections that lead to economic mobility and
greater opportunity in three ways.
The first is from an analysis of high schools in the study.
Large high schools generally have a smaller share of cross-class friendships
since they have less mixing and more income-related student groups. So do more
racially diverse schools and those with high Advanced Placement enrollment and
gifted and talented classes. On the other hand, smaller and less racially
diverse schools have more friendships between students with different class
backgrounds.
Large high schools can nurture cross-class relationships by assigning students
to smaller and intentionally diverse “houses” or “hives.” Their cafeterias,
libraries, and science labs can be organized to mix students when they socialize
or learn. Extracurricular activities can be structured to blend students from
diverse backgrounds.
Public charter schools are a second example.
My work colleague Jeff Dean analyzed the 214 charter high schools in the study’s
public database. On average, these charter schools perform better than 80% of
traditional public schools in creating cross-class friendships, raising
questions to research.
For example, do the autonomy and community-building features of public charter
schools contribute to this? Can their results be explained simply by their
smaller size? Are there lessons learned that district public schools should
follow?
I believe a third way to promote civil society and cross-class friendships is by
expanding career pathways education and training programs.
These partnership programs acquaint learners with employers and workforce
demands, engaging students and adult mentors from diverse classes and
backgrounds. They weave together education, training, employment, support
services, and job placement, spanning K-12, postsecondary, and workforce
development.
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They include a wide range of models: apprenticeships and internships; career and
technical education; dual enrollment in high school and college; career
academies; boot camps for acquiring specific knowledge or skills; and staffing,
placement and other support services for job seekers.
There are statewide partnership programs created by governors and legislators
from both political parties, like Delaware Pathways by Democrat Jack Markell and
Tennessee’s Drive to 55 Alliance by Republican Bill Haslam. Similar programs
exist in politically diverse states like California, Colorado, Texas, and
Indiana.
There are local partnership programs between K-12, employers, and civic
partners, like 3-D Education in Atlanta; YouthForce NOLA in New Orleans;
Washington, D.C.’s CityWorks D.C.; and Cristo Rey, 38 Catholic high schools in
24 states.
Finally, organizations like Pathways to Prosperity Network, P-Tech Schools, and
Linked Learning Alliance create regional or local partnerships and provide
advice and other support to those creating pathways programs.
These programs have five common features: an academic curriculum linked with
labor market needs leading to a recognized credential and decent income; career
exposure and work, including engagement with and supervision by adults; advisers
helping participants make informed choices, ensuring they complete the program;
a written civic compact among employers, trade associations and community
partners; and supportive local, state and federal policies that make these
programs possible.
These programs are successful.
The federal Administration for Children and Families Pathways to Work Evidence
Clearinghouse reviewed over 8,000 research studies identifying 221 pathways
interventions, concluding that 38% of the interventions improved outcomes in at
least one domain of interest. Twenty-seven percent of the examined interventions
improved employment, 24 percent increased earnings, and 14 percent reduced the
use of public benefits.
These programs create new social networks and information sources that shape a
young person’s expectations and aspirations. Teachers, coaches, and other
mentors and supporters establish relationships with young people that shape
their aspirations and behaviors and show them worlds and opportunities they’ve
not imagined. Over time, this combination of new connections and information
have a powerful snowball effect.
Cross-class friendships form the basis for improving individual life prospects
and advancing human flourishing. These friendships place young people on a
trajectory to social and economic well-being, informed citizenship, and civic
responsibility. They help lay a foundation for adult success and a lifetime of
opportunity. That’s good for individuals and our society.
Bruno V. Manno is senior advisor to the Walton Family Foundation
education program and a former U.S. Assistant Secretary of Education for Policy.
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