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<span><p><span>This volume focuses on research and theoretical developments related to the role of geography in education, human development, and health. Multiple disciplinary perspectives provide the strengths and problems in our communities. Research in this presidential volume provides historical, moral, and scientifically based arguments to inform understandings of civic problems and possible solutions.</span></p></span>

<span><span><span>Acknowledgments</span></span><br><span></span><br><span><span>Introduction</span></span><br><span><span>William F. Tate IV</span></span><br><span><span> </span></span><br><span><span>Part I. Conceptualizing Urban Space </span></span><br><span></span><br><span><span>Chapter 1: Neighborhood Inequality, Violence, and the Social Infrastructure of the American City</span></span><br><span><span>Robert J. Sampson</span></span><br><span><span>Chapter 2: Toward a Theory of Place: Social Mobility, Proximity, and Proximal Capital</span></span><br><span><span>Odis D. Johnson, Jr.</span></span><br><span><span>Chapter 3: Urban Opportunity Structure and Racial/Ethnic Polarization</span></span><br><span><span>George C. Galster</span></span><br><span><span>Chapter 4:Racial Segregation in Multiethnic Schools: Adding Immigrants to the Analysis</span></span><br><span><span>Ingrid Gould Ellen, Katherine O’Regan, Amy Ellen Schwartz, and Leanaa Stiefel</span></span><br><span></span><br><span><span>Part II. The Growing Complexity of Metropolitan America</span></span><br><span></span><br><span><span>Chapter 5: Suburbanization and School Segregation</span></span><br><span><span>sean f. reardon, John T. Yun, and Anna K. Chmielewski</span></span><br><span><span>Chapter 6: Schools Matter: Segregation, Unequal Educational Opportunities, and the Achievement Gap in the Boston Region</span></span><br><span><span>John R. Logan and Deirdre Oakley</span></span><br><span><span>Chapter 7: Still Separate, Still Unequal, but Not Always So “Suburban”: The Changing Nature of Suburban School Districts in the New York Metropolitan Area.</span></span><br><span><span>Amy Stuart Wells, Douglas Ready, Jacquelyn Duran, Courtney Grzesikowski, Kathryn Hill, Allison Roda, Miya Warner, and Terenda White</span></span><br><span><span>Chapter 8: Adding Geospatial Perspective to Research on Schools, Communities, and Neighborhoods</span></span><br><span><span>Mark C. Hogrebe</span></span><br><span><span> </span></span><br><span><span>Part III. Teaching and Learning Research in Social Context</span></span><br><span></span><br><span><span>Chapter 9: Conceptual and Methodological Challenges to a Cultural and Ecological Framework for Studying Human Learning and Development</span></span><br><span><span>Carol D. Lee</span></span><br><span><span>Chapter 10: An Ecological and Activity Theoretic Approach to Studying Diasporic and Non-Dominant Communities</span></span><br><span><span>Kris D. Gutiérrez and Angela E. Arzubiaga</span></span><br><span><span>Chapter 11: Reconstructing Education in America</span></span><br><span><span>Henry M. Levin</span></span><br><span><span>Chapter 12: Can School Improvement Reduce Racial Inequality?</span></span><br><span><span>Stephen Raudenbush</span></span><br><span><span>Chapter 13: Seeing Our Way Into Learning Science in Informal Environments</span></span><br><span><span>Shirley Brice Heath</span></span><br><span><span>Chapter 14: No Color Necessary: High School Students’ Discourse on College Support Systems and College Readiness</span></span><br><span><span>Evellyn Elizondo, Walter R. Allen, and Miguel Ceja</span></span><br><span><span>Chapter 15: Taking Math and Science to Black Parents: Promises and Challenges of a Community-Based Intervention for Educational Change</span></span><br><span><span>Roslyn Arlin Mickelson, Linwood Cousins, Anne Valasco, and Brian Williams</span></span><br><span></span><br><span></span><br><span><span>Part IV. Research on Human Development, Health, and Human Service Providers in Social Context</span></span><br><span></span><br><span><span>Chapter 16: Maximizing Cultural and Contextually-Sensitive Assessment Strategies in Developmental and Educational Research</span></span><br><span><span>Margaret Beale Spencer, Brian Tinsley, Davido Dupree, and Suzanne Fegley</span></span><br><span><span>Chapter 17: Immigrant Children—Hiding in Plain Sight in the Margins of the Urban Infrastructure</span></span><br><span><span>Michael A. Olivas</span></span><br><span><span>Chapter 18: Delivering High-Quality Public Services to Vulnerable Families and Children in America’s Cities: The Lessons from Reforming Child Welfare</span></span><br><span><span>Olivia Golden</span></span><br><span><span>Chapter 19: Health Disparities among African Americans in Urban Populations</span></span><br><span><span>Sheri R. Notaro</span></span><br><span><span>Chapter 20: A “Tragic Dichotomy:” A Case Study of Industrial Lead Contamination and Management in a Company Town</span></span><br><span><span>Jill McNew-Birren</span></span><br><span><span>Chapter 21: Pandemic Preparedness: Using Geospatial Models to Inform Planning in Systems of Education and Health in Metropolitan American</span></span><br><span><span>William F. Tate IV</span></span><br><span></span><br><span><span>Part V. Case Studies of Metropolitan Communities</span></span><br><span></span><br><span><span>Chapter 22: Urban America in Distress: A Case Study Analysis of Gary, Indiana: 1968-1987</span></span><br><span><span>Gail E. Wolfe</span></span><br><span><span>Chapter 23: God’s Will or Government Policy? Katrina’s Unveiling of History and Mass Dispersion of Black People</span></span><br><span><span>Jerome E. Morris</span></span><br><span></span><br><span><span>Epilogue</span></span><br><span></span><br><span><span>Chapter 24: Research Infrastructure for Improving Urban Education</span></span><br><span><span>Larry V. Hedges and Nathan Jones</span></span><br><span><span>Chapter 25: The White House Office on Urban Affairs: Regionalism, Sustainability, and the Neglect of Social Infrastructure</span></span><br><span><span>Ronald Walters</span></span><br><span><span>Chapter 26:</span><span>Toward Civic Responsibility and Civic Engagement</span></span><br><span><span>William F. Tate IV</span></span></span>

<span><p><span>William F. Tate IV</span><span> is the Edward Mallinckrodt Distinguished University Professor in Arts &amp; Sciences and Chair of the Department of Education at Washington University in St. Louis.</span></p><p></p></span>