The social context of nearest neighbors shapes educational attainment regardless of class origin

Significance Much neighborhood research has focused on contemporary and segregated cities in the United States, but less on small and more homogenous cities. Additionally, neighborhood conditions are often estimated using administrative borders, which bias results. We adopt a long-term perspective on the importance of childhood neighbors, using more realistic methods of neighborhood conditions. We estimate individual neighborhoods at the address level, using geocoded longitudinal microdata (1939 to 2015) for a medium-sized Swedish town. We show that even when growing up in an economically relatively equal population, when higher education expanded greatly, the social class of the nearest childhood neighbors was important for educational achievements, regardless of social class and schools. Associations are strongest for boys, but with similar patterns across genders.