CHILDREN IN DOUBLE JEOPARDY
QUALITY CHECK
Do children in U.S. metropolitan areas live in “double jeopardy” neighborhoods?
A
Children’s development and
health are shaped by the
neighborhoods where they
live, learn and play
Research shows that
neighborhoods affect
child health and wellbeing,
independently of important
child and family factors.
Adverse neighborhood
conditions can be detrimental,
while supportive resources can
promote healthy development.
Children experiencing
“double jeopardy”
neighborhoods are most
vulnerable
Data-For-Action Fact Sheet |
Data show high prevalence of “double
jeopardy” among young black, Hispanic,
and American Indian children
New diversitydatakids.org data on neighborhood poverty and
presence of quality early education i for the 100 largest U.S.
metropolitan areas show young children’s exposure to
“double jeopardy” neighborhoods.
There are large racial/ethnic inequities in exposure to “double jeopardy”
Percent of young children in neighborhoods with high
poverty and lack of quality early education
50%
44%
39%
40%
30%
37%
24%
20%
10%
Overall
Non-Hispanic
White
Asian or
Pacific
Islander
American
Indian or
Alaska Native
Hispanic
Non-Hispanic
Black
Source: diversitydatakids.org Early
Childhood Database, U.S. 2010
Decennial Census, American
Community Survey 2008-12
50%
Data highlight large inequities and how few children
overall live in supportive neighborhoods
40%
50%
30%
44%
39%
40%
In addition
20%
37%
to showing inequities,
the data reveal the small share
of all children in U.S. metros living in neighborhoods with favorable
30%
8%
8%The data therefore suggest the need for
conditions
and resources.
24%
10%
4%to multiple
4%
4%
policies 6%
to address child exposure
neighborhood
20%
challenges, and reduce racial/ethnic
inequities while improving
14%
0%
Overall
Non-Hispanic
Asian or
American
Hispanic Go
Non-Hispanic
neighborhood
environments
for
all children.
to
10%
White
Pacific
Indian or
Black
10%
diversitydatakids.org toIslander
explore
“double
jeopardy”
Alaska
Native
indicators by race/ethnicity for your metro area.
0%
Overall
Non-Hispanic
White
Asian or
Pacific
Islander
American
Indian or
Alaska Native
Hispanic
Non-Hispanic
Black
Across groups, less than 10% live in non-high poverty
neighborhoods with at least one quality center
50%
40%
Percent of young children in non-high poverty neighborhoods
with at least one quality early education center
30%
20%
10%
Visit diversitydatakids.org to explore data by race/
ethnicity about “double jeopardy,” early childhood
education, neighborhoods, health and more.
Across large metros,
about 40% of black,
Hispanic, and American
Indian/Alaska Native
children live in “double
jeopardy” neighborhoods
(i) High poverty defined as neighborhood
poverty rate ≥ 20%. Quality early
education defined as accreditation
by the National Association for the
Education of Young Children
14%
10%
0%
The presence of neighborhood
resources that support child
development (e.g., quality early
educational opportunities)
may partially offset the
risks posed by adverse
neighborhood conditions
(e.g., high poverty). Children
are more vulnerable when
they face “double jeopardy,”
that is adverse neighborhood
conditions coupled with a lack
of protective resources, for
example, high neighborhood
poverty and limited availability
of quality early educational
opportunities.
MARCH 2014
0%
8%
8%
6%
Overall
Non-Hispanic
White
Asian or
Pacific
Islander
4%
4%
4%
American
Indian or
Alaska Native
Hispanic
Non-Hispanic
Black
Overall, only a small
share of children live
in neighborhoods with
a combination of more
favorable economic
conditions and quality
early education
Source: diversitydatakids.org Early
Childhood Database, U.S. 2010
Decennial Census, American
Community Survey 2008-12