Indicator: Social capital

Definition

Individuals have access to and are able to mobilize relationships that help them further their goals.

RECOMMENDED METRIC(S)

  • K–12 and postsecondary: Percentage of students or individuals reporting a high level of social capital on surveys such as the Social Capital Assessment + Learning for Equity (SCALE) Social Capital, Network Diversity, and Network Strength scales
  • Workforce: Percentage of individuals reporting a high level of social capital on surveys such as the Social Capital Community Benchmark Survey

Type(s) of Data Needed

Surveys

Why it matters

Social network connections are important for accessing social, educational, and employment-related opportunities. Studies looking at employment outcomes have noted that social contacts are important for providing job referrals, and evidence suggests that candidates who have been referred to jobs are more likely to be hired and retained in their positions. One study demonstrates that social cohesion (defined as “trusting neighbors, talking to and helping neighbors, and socializing with family and friends”) is correlated with lower unemployment: states with high social cohesion had approximately 2 percent lower unemployment than those with lower social cohesion, controlling for other demographic and economic factors. Some studies have indicated that Black Americans and Latinos have less access to social capital, controlling for other demographic factors. Schools and nonprofit organizations can help cultivate social capital among young people through educational and non-educational programming; therefore, we suggest measuring social capital starting in K–12, using a survey instrument that has been developed for use with youth and young adults.

What to know about measurement

Several survey tools and approaches exist to measure this indicator and related constructs. We have identified and suggested examples of tools with an evidence base; however, other instruments may also be appropriate, and the measurement field continues to evolve. Framework users should also consult guidance by the Christensen Institute that describes emerging practices for measuring students’ social capital using a four-dimensional framework based on quantity of relationships, quality of relationships, structure of networks, and ability to mobilize relationships.


Most measures of social capital at the individual level can be organized into two types. Most studies use a measurement of cognitive social capital, which focuses on the perception of interpersonal connections. In contrast, other studies have focused on structural social capital by measuring the density of social networks. Operationalizing structural social capital is methodologically more difficult, as it requires sophisticated network analysis techniques.


An alternative to measuring social capital at the individual level is measuring it at the systems level by measuring the concentration of social capital in an area. Chetty et al. found that the concentration of social capital in a neighborhood has a strong positive correlation with upward mobility. Social capital can be influenced by social and economic factors, and therefore can be unevenly distributed or concentrated across local, regional, or institutional contexts. To measure concentration of social capital, users could consider an index (adapted from Rupasingha and Goetz), including the following:

  • The number of all associations per 10,000 population, including religious organizations, civic and social associations, political organizations, professional organizations, labor organizations, bowling centers, physical fitness facilities, public golf courses, and sports clubs. The measure also includes commercial and nonprofit associations drawn from Census Bureau County Business Patterns data.
  • The percentage of voters who participated in a presidential, state, or county election.
  • The county-level census response rate in the person’s county.
  • The number of charitable, nonprofit organizations with an office in the county.

Source frameworks

This indicator appeared in three source frameworks reviewed for this report. Our proposed definition most closely draws from the Key National Education Indicators.

References

The framework's recommendations are based on syntheses of existing research. Please see the framework report for a list of works cited.