Born to Win, Schooled to Lose: Why Equally Talented Students Don't Get Equal Chances to Be All They Can Be. Executive Summary

Autor/inn/en	Carnevale, Anthony P.; Fasules, Megan L.; Quinn, Michael C.; Campbell, Kathryn Peltier
Institution	Georgetown University, Center on Education and the Workforce
Titel	Born to Win, Schooled to Lose: Why Equally Talented Students Don't Get Equal Chances to Be All They Can Be. Executive Summary
Quelle	(2019), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Elementary Secondary Education; Academic Achievement; Academic Ability; At Risk Students; Poverty; Low Income Students; Higher Education; Careers; Employment Level; Socioeconomic Influences; Parent Background; Educational Attainment; Social Class; Peer Influence; African American Students; Hispanic American Students; Racial Discrimination; Racial Segregation; Achievement Gap; Disadvantaged Youth; College Attendance; College Graduates; Racial Differences; Ethnicity; White Students; Success; Achievement Tests; Scores; Asian American Students; Mathematics Achievement; Pacific Islanders + Suchen Sie Ihr Suchwort? Schulleistung; Armut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Career; Karriere; Beschäftigungsgrad; Sozioökonomischer Faktor; Elternhaus; Bildungsabschluss; Bildungsgut; Social classes; Soziale Klasse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Racial bias; Rassismus; Rassentrennung; Benachteiligter Jugendlicher; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hochschulabsolvent; Hochschulabsolventin; Rassenunterschied; Ethnizität; Erfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Asian immigrant; United States; Asiatischer Einwanderer; USA; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner
Abstract	This is the executive summary for the report, "Born to Win, Schooled to Lose: Why Equally Talented Students Don't Get Equal Chances to Be All They Can Be." Throughout their youth, relatively advantaged children enjoy protective and enriched environments that help ensure their success. Meanwhile, equally talented children from poor backgrounds are held back by material disadvantages. Stunningly, a child from the bottom quartile of socioeconomic status who has high test scores in kindergarten has only a 3 in 10 chance of having a college education and a good entry-level job as a young adult, compared to a 7 in 10 chance for a child in the top quartile of socioeconomic status who has low test scores. Thus, the likelihood of success is too often determined not by a child's innate talent, but by his or her life circumstances--including factors that determine access to opportunity based on class, race, and ethnicity. In short, the system conspires against young people from poor families, especially those who are Black or Latino. Among these youth, even those who "make it" and earn a college degree are less likely than their more affluent peers to get a good entry-level job as a young adult. [For the full report, see ED599947.] (ERIC).
Anmerkungen	Georgetown University Center on Education and the Workforce. 3300 Whitehaven Street NW Suite 5000 Box 571444, Washington, DC 20057. Tel: 202-687-4922; Fax: 202-687-3110; e-mail: cewgeorgetown@georgetown.edu; Web site: http://cew.georgetown.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01