Too many of America’s most disadvantaged children grow up without the skills needed to thrive in the twenty-first century. Whether in educational attainment between income groups or racial/ethnic groups or across geographic locations—inequality persists. Low levels of performance among the most disadvantaged create long-term problems, particularly in an economy in which higher skill levels are more and more valued and the wages available to less-skilled workers are deteriorating. Some researchers claim, on one hand, that educational inequality is due to social class and family background.

The terrorist attacks of September 11, 2001 altered the political, social, and economic landscape of the United States and the world. On that day, thousands of lives were lost, the structure of the U.S. economy was shaken, and the bonds of community in a multi-cultural world were put to the test.

The Multi-City Study of Urban Inequality, RSF's largest single effort in the 1990s, was aimed at finding out why high rates of joblessness have persisted among minorities living in America's central cities. Despite a robust U. S. economy, millions of low-skill, inner-city workers remain unemployed or stuck in low-paying, dead-end jobs. One explanation is that the economic restructuring of recent decades has increased the educational and skill requirements for most jobs and that most inner-city workers do not have the training and experience to qualify for these jobs.

In 1992, Russell Sage Foundation was invited by the Andrew W. Mellon Foundation to help develop an initiative aimed at strengthening educational research to improve literacy levels in the United States. The program focused on applying findings from basic cognitive science to educational practice that would foster the ability of students, especially those from disadvantaged backgrounds, to read, write, and reason effectively.

Members

• Phillip A.