Supported by persistent educational inequality and growth of the field of neighborhood effects research, this meta-analysis investigates the relative association of neighborhood advantage and disadvantage to educational outcomes; the consistency of associations across different educational indicators; and the moderating influence of model specifications within primary studies. Using multilevel statistical methodology, this synthesis finds that studies of the relationship between the presence of higher income neighbors and education outcomes produce effect-sizes that are more often significant; in keeping with the hypothesized direction of their effects; and of greater magnitude than similar investigations of low SES effects. These results appeared consistent after disaggregating the effect-sizes according to the type of educational indicator and controlling for differences in the specifications of the primary study models. A discussion of the findings, alternative hypotheses and implications for policy and research conclude the paper.