Philadelphia is an economically diverse city, but its neighborhoods remain economically segregated. Some children live in luxurious row houses; others, in decaying buildings. The neighborhoods in which children often dictate how much exposure to print they experience in their early years, as well how much and what type of adult support they receive. These differences create a gap in literacy and information acquisition that grows as students continue in their schooling. In a 10-year study of two Philadelphia neighborhoods, the impoverished Badlands and the affluent Chestnut Hill, Susan Neuman and her team found some stark differences. Young children in the Badlands were exposed to a much smaller amount of print material. Even neighborhood signs were damaged and difficult to read. Although the neighborhood was more densely populated with children, there were far fewer books available for purchase in stores or for use in libraries and preschools. When young children visited libraries in the Badlands, they received less guidance from adults regarding reading choices. Tweens in the Badlands were more likely than those in Chestnut Hills to select reading materials below their grade level, and their choices were geared more toward entertainment than knowledge acquisition. Neuman suggests that to change the trajectory for their children, poor communities need more resources, stronger parental involvement programs, more engaging learning opportunities, and greater economic integration.