The Unwavering SES Achievement Gap: Trends in U.S. Student Performance. NBER Working Paper No. 25648

Autor/inn/en	Hanushek, Eric A.; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger
Institution	National Bureau of Economic Research
Titel	The Unwavering SES Achievement Gap: Trends in U.S. Student Performance. NBER Working Paper No. 25648
Quelle	(2019) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.3386/w25648
Schlagwörter	Socioeconomic Status; Achievement Gap; Academic Achievement; Socioeconomic Influences; Age Differences; National Competency Tests; Foreign Countries; Elementary Secondary Education; Student Characteristics; National Assessment of Educational Progress; Trends in International Mathematics and Science Study; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Schulleistung; Sozioökonomischer Faktor; Age; Difference; Age difference; Altersunterschied; Ausland
Abstract	Concerns about the breadth of the U.S. income distribution and limited intergenerational mobility have led to a focus on educational achievement gaps by socio-economic status (SES). Using intertemporally linked assessments from NAEP, TIMSS, and PISA, we trace the achievement of U.S. student cohorts born between 1954 and 2001. Achievement gaps between the top and bottom deciles and the top and bottom quartiles of the SES distribution have been large and remarkably constant for a near half century. These unwavering gaps have not been offset by overall improvements in achievement levels, which have risen at age 14 but remained unchanged at age 17 for the most recent quarter century. The long-term failure of major educational policies to alter SES gaps suggests a need to reconsider standard approaches to mitigating disparities. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01