For decades, social theorists have posited—and descriptive accounts have shown—that students isolated by both social class and ethnicity suffer extreme deprivations that limit the effectiveness of equal-opportunity interventions. Even educational programs that yield positive results for moderately disadvantaged students may not prove beneficial for those who possess less of the economic, social, and cultural capital that play a critical role in improving educational outcomes. Yet evaluations of school choice and other educational interventions seldom estimate programmatic effects on severely disadvantaged students who are isolated by both ethnicity and social class. We experimentally estimate differential effects of a 1997 New York City school voucher intervention on college attainment for minority students by household income and mother’s education. Postsecondary outcomes as of 2017 come from the National Student Clearinghouse. The severely deprived did not benefit from the intervention despite substantial positive effects on college enrollments and degree attainment for the moderately disadvantaged. School choice programs and other interventions or public policies may need to pay greater attention to ensuring that families possess the requisite forms of capital—human, economic, social, and cultural—to realize their intended benefits.

几十年来，社会理论家们已经提出了描述性的描述，并表明，被社会阶层和种族隔离的学生遭受了极端剥夺，这限制了机会均等干预措施的有效性。即使是为中度处境不利的学生取得积极成果的教育计划，也可能对那些经济，社会和文化资本较少，对改善教育成果起关键作用的人没有好处。然而，对学校选择和其他教育干预措施的评估很少评估对受种族和社会阶层孤立的严重处境不利学生的课程效果。我们通过实验估算了家庭收入和母亲的教育程度，1997年纽约市学校优惠券干预对少数族裔学生的大学成就的不同影响。截至2017年的中学毕业结果来自国家学生信息交换所。尽管对中度弱势群体的大学入学率和学位获得了实质性积极影响，但严重贫困者并未从干预中受益。择校计划和其他干预措施或公共政策可能需要更多地注意，以确保家庭拥有实现其预期利益的必要形式的资本-人力，经济，社会和文化。尽管对中度弱势群体的大学入学率和学位获得了实质性积极影响，但严重贫困者并未从干预中受益。择校计划和其他干预措施或公共政策可能需要更加注意，以确保家庭拥有实现其预期利益的必要资本形式（人力，经济，社会和文化）。尽管对中度弱势群体的大学入学率和学位获得了实质性积极影响，但严重贫困者并未从干预中受益。择校计划和其他干预措施或公共政策可能需要更加注意，以确保家庭拥有实现其预期利益的必要资本形式（人力，经济，社会和文化）。