How does schooling affect inequality in cognitive skills? Reproductionist theorists have argued that schooling plays an important role in reproducing and even exacerbating existing disparities. But seasonal comparison research has shown that gaps in reading and math skills grow primarily during summer vacation, suggesting that non-school factors (e.g., family and neighborhood) are the main source of inequality. Using the Early Childhood Longitudinal Study—Kindergarten Cohort of 1998–99, this article improves upon past seasonal estimates of school and non-school effects on cognitive skill gains. Like past research, this study considers how socioeconomic and racial/ethnic gaps in skills change when school is in session versus when it is not. This study goes beyond past research, however, by examining the considerable inequality in learning that is not associated with socioeconomic status and race. This “unexplained” inequality is more than 90 percent of the total inequality in learning rates, and it is much smaller during school than during summer. The results suggest, therefore, that schools serve as important equalizers: nearly every gap grows faster during summer than during school. The black/white gap, however, represents a conspicuous exception.

The relationship between participation in sports and academic achievement is examined by exploring both the factors that predict participation in different sports and the influence that participation in specific sports has on academic achievement. While previous studies analyzed the effects of participation in sports on achievement, little research has explored whether students who have fewer academic resources are more likely to play sports. Using data from the National Educational Longitudinal Survey, this study considers whether cultural capital, household educational resources, family structure, and race are related to participation in football, basketball, or other sports and whether the effects of participation on several measures of academic achievement differ by race and sport. The findings suggest that cultural disadvantage contributes to an increased interest in and perhaps dependence on basketball and football as a means of social capital.

The resource dilution model posits that parental resources are finite and that as the number of children in the family increases, the resources accrued by any one child necessarily decline. Siblings are competitors for parents' time, energy, and financial resources and so the fewer the better. Even one sibling is too many. The author describes the general elements of the dilution position and assesses its merits for explaining the effect of siblings on one component of the educational process--tests of intellectual development. The author identifies critical flaws in recent critiques of the dilution position and concludes that dilution continues to provide the most promising explanation for why children with few siblings score higher on tests of cognitive skills than children with many siblings.

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Although a school's diet and exercise policies may be less than ideal, it appears that early school environments contribute less to overweight than do nonschool environments.