A large set of neighborhood factors have been found to predict adolescents' educational attainment. One study has documented that the presence of affluent neighbors has stronger effects on likelihood to dropout than does absence of low-income neighbors. Brooks-Gunn, Duncan, Klebanov, and Sealand (1993), using Panel Study of Income Dynamics data, found that the likelihood of dropout among adolescents living in neighborhoods with greater percentages of the low-income families (families with incomes below $10,000) was not significantly different than the likelihood of adolescents from neighborhoods with a greater percentage of moderate income families. However, adolescents living in neighborhoods with a greater percentage of affluent families (with incomes above $30,000) were less likely to drop out of high school than those who live in neighborhoods with a greater percentage of moderate income families. Brooks-Gunn, et al. also found that White adolescents appear to benefit more than Black adolescents from the presence of affluent neighbors. The study controlled for background variables, including race, family income, and family structure. The study sample included 1,132 Black and 1,214 White females between ages 14 and 19 and the schooling outcome was examined when these women were between the ages of 20 and 25. A second study, also using PSID data, examined the relationship between neighborhoods and schooling among a sample of 1,797 ranging in age from15 to 20 (Halpern-Felsher, Connell, Spencer, Aber, Duncan, Clifford, Crichlow, Usinger, Cole, Allen, and Seidman, 1997). Halpern-Felsher, et al. (1997) found that adolescents with high neighborhood risk composite scores, as indicated by percentage of jobless males, percentage of low SES residents, and low concentration of high-SES residents, completed fewer years of schooling that adolescents with low neighborhood risk scores. They also found that White males and females and Black females living with a greater concentration of high SES neighbors completed more years of schooling than those living in neighborhoods with a lower percentage of high SES neighbors.