Trends, Transitions, and Subgroup Differences on the Pathway to a Family-Sustaining Hourly Wage for Minnesota Students

Autor/inn/en	Brown, Ethan; Fields, Jane; Halloran, Clare
Institution	University of Minnesota, Center for Applied Research and Educational Improvement (CAREI)
Titel	Trends, Transitions, and Subgroup Differences on the Pathway to a Family-Sustaining Hourly Wage for Minnesota Students
Quelle	(2020), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Wages; Education Work Relationship; Educational Attainment; Employment; Graduation; Enrollment; Postsecondary Education; Minority Groups; High School Students; Young Adults; High School Graduates; Public Schools; Geographic Regions; Gender Differences; Racial Differences; Minnesota + Suchen Sie Ihr Suchwort? Wage; Löhne; Bildungsabschluss; Bildungsgut; Dienstverhältnis; Abschluss; Graduierung; Einschulung; Post-secondary education; Tertiäre Bildung; Ethnische Minderheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Young adult; Junger Erwachsener; Graduate; Graduates; Absolvent; Absolventin; Public school; Öffentliche Schule; Geschlechterkonflikt; Rassenunterschied
Abstract	There is broad consensus that education and workforce training are closely linked to economic wellbeing. Earning a family-sustaining hourly wage (FSHW) serves as an important indicator of a family's economic well-being. Understanding how individuals achieve a FSHW is key to the work of various stakeholders, including educators, policy makers, non-profits, students, and their families. Thus, researchers have documented key milestones that students must meet on their trajectory from early childhood through adulthood. The Tracing Pathways Study seeks to describe the educational pathways individuals take and to explore whether or not these pathways led individuals to earn a FSHW as an adult. This study utilized a unique dataset, the Minnesota Statewide Longitudinal Education Data System (SLEDS). SLEDS offers researchers access to deidentified, individual-level educational and employment data that spans from kindergarten through employment, making it possible to examine the specific pathways that lead to a FSHW. In Phase 1 of the Tracing Pathways Study, researchers from the Center for Applied Research and Educational Improvement (CAREI) used SLEDS data to examine the educational pathways and economic outcomes of individuals who entered high school (Grade 9) in the 2004-05 school year. The study followed their pathways through 2017, thus encompassing 13 years of their educational and economic histories. In Phase 2 of the study, researchers incorporated data from four additional cohorts who entered high school in 2005-2008, and added newly available wage data through June 2018, in order to broaden the base of research to address the study's research questions. These research questions, which are addressed in this report, are as follows: (1) Trends. Where are the individuals from the identified cohorts currently, in terms of educational attainment, employment, and achievement of a family-sustaining hourly wage? How do these outcomes compare across cohorts?; (2) Transitions. What happened when individuals in the identified cohorts transitioned at key points -- high school graduation/GED, postsecondary enrollment, and employment -- in their pathways from K-12 to postsecondary and the workforce?; and (3) Subgroup Differences. How do pathways differ for minority subgroups that typically see wage gaps, as compared to majority subgroups (e.g., people of color vs. non-people of color)? (ERIC).
Anmerkungen	Regents of the University of Minnesota on behalf of the Center for Applied Research and Educational Improvement, 1954 Buford Avenue Suite 425, St. Paul, MN 55455. Tel: 612-624-0300; Fax: 612-625-3086; e-mail: carei@umn.edu; Web site: https://www.cehd.umn.edu/carei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01