Income-Based Inequality in Educational Outcomes: Learning from State Longitudinal Data Systems

Autor/inn/en	Papay, John P.; Murnane, Richard J.; Willett, John B.
Titel	Income-Based Inequality in Educational Outcomes: Learning from State Longitudinal Data Systems
Quelle	In: Educational Evaluation and Policy Analysis, 37 (2015) 1, S.29 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373715576364
Schlagwörter	Longitudinal Studies; Data; Elementary Secondary Education; Outcomes of Education; Educational Research; Educational Attainment; Income; Graduation Rate; College Attendance; High Schools; Achievement Gap; Educational Trends; Exit Examinations; Massachusetts + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Daten; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Bildungsabschluss; Bildungsgut; Einkommen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; High school; Oberschule; Bildungsentwicklung; Final examination; Abschlussprüfung; Master-Studiengang
Abstract	We report results from our long-standing research partnership with the Massachusetts Department of Elementary and Secondary Education. We make two primary contributions. First, we illustrate the wide range of informative analyses that can be conducted using a state longitudinal data system and the advantages of examining evidence from multiple cohorts of students. Second, we document large income-based gaps in educational attainments, including high school graduation rates and college-going rates. Importantly, we show that income-related gaps in both educational credentials and academic skill have narrowed substantially over the past several years in Massachusetts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01