It is increasingly recognized that families and communities are important in helping youths develop the knowledge and skills they need to obtain technologically sophisticated jobs, which are an emerging part of the global economy. In this paper we adopt social capital as a framework for examining the influence of family and community on promoting educational achievement among public school students. We explore more fully the role of community social capital in influencing educational performance beyond that attributed to family social capital. Using data from the National Education Longitudinal Survey (NELS), we find that both process and structural attributes of family social capital are key factors affecting high school students' educational achievement. Process and structural attributes of community social capital also help youths to excel, though they contribute less strongly to achievement. These findings suggest that policies designed to promote educational achievement must extend beyond the school and must seek to strengthen social capital in the family and the community.

Assrnxcr The relationship between social interaction and college attendance is examined across varying types of communities. Structural arrangements and interaction patterns that foster positive relationships are regarded as social capital and are conceptualized as investments that can yield human capital returns in terms of higher educational attainment. Logistic regression procedures are employed to analyze data from the High School and Beyond Longitudinal Study. The social capital model of college attendance is estimated for the full sample and separately for high school students living in urban, suburban, and rural communities. Predicted probabilities of attending college for students with high and low social capital are obtained. Results of these analyses indicate that parental expectation of college attendance is the most powerful predictor of subsequent college attendance among variables examined. Measures of community social capital and parental human capital also strongly predict attendance. AnSTRACf Rising fiscal pressure on local governments in rural areas of the United States is documented in this study. The level of fiscal burden on taxpayers to support local governments in nonmetropolitan areas is found to be higher than that in metropolitan areas between 1977 and 1987. Using a model from the urban fiscal literature, the level of fiscal burden in nonmetropolitan areas is found to be influenced by a combination of demographic, socioeconomic, intergovernmental, and historical factors. Intergovernmental revenue transfers from the state and federal government play a critical role in determining the level of fiscal burden rural taxpayers bear. These findings have implications for rural economic development and for understanding how rural areas are influenced by the larger society.

Actually it's not as bad as the figures look. We've had growing pains; we've been growing so fast that we can't keep up with it-the cash flow-with money to pay the bills. My accountant says I'm doing alright because of assets and what I'm taking out of the business as my salary.

Many community leaders view economic development as the primary strategy for improving social well-being. One approach to economic development is enhancing the local labor force's human capital through formal education. In this article, we use a social capital framework to analyze how local institutions, specifically families and schools, affect educational achievement among public school students. We explore how social capital in the broader community context mediates the effects of family and school social capital on keeping students in school. Using hierarchical linear models to estimate these contributions, the results reaffirm the vital role of family social capital. They also show that attributes of school and community social capital make important contributions to staying in school. Our results suggest strategies that community development practitioners and local leaders can use to enhance educational outcomes and, in turn, the economic vitality of communities.

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