Long-Run Trends in the U.S. SES-Achievement Gap. Program on Education Policy and Governance Working Papers Series. PEPG 20-01

Autor/inn/en	Hanushek, Eric A.; Peterson, Paul E.; Talpey, Laura M.; Woessman, Ludger
Institution	Harvard University, Program on Education Policy and Governance
Titel	Long-Run Trends in the U.S. SES-Achievement Gap. Program on Education Policy and Governance Working Papers Series. PEPG 20-01
Quelle	(2020), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Science Achievement; Achievement Gap; Socioeconomic Status; Age Differences; Secondary School Students; Poverty; Low Income Students; Adolescents; Correlation; Racial Differences; Ethnicity; African American Students; White Students; Ownership; Parent Background; Educational Attainment; Occupations; Mathematics Achievement; Reading Achievement; Grade 8; At Risk Students; National Assessment of Educational Progress; Trends in International Mathematics and Science Study; Program for International Student Assessment; National Longitudinal Study of the High School Class of 1972; High School and Beyond (NCES); National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Sekundarschüler; Armut; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Rassenunterschied; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Eigentum; Elternhaus; Bildungsabschluss; Bildungsgut; Beruf; Berufsumfeld; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP [Long-Term Trend assessment administered by the National Assessment of Educational Progress], Main-NAEP, TIMSS [Trends in International Mathematics and Science Study], and PISA [Programme for International Student Assessment] that are psychometrically linked over time, we trace trends in achievement for U.S. student cohorts born between 1954 and 2001. Achievement gaps between 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 improved achievement levels, which have risen at age 14 but have remained unchanged at age 17 for the past quarter century. (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: https://www.hks.harvard.edu/centers/taubman/programs-research/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01