Long-Run Trends in the U.S. SES-Achievement Gap

Autor/inn/en	Hanushek, Eric A.; Light, Jacob D.; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger
Titel	Long-Run Trends in the U.S. SES-Achievement Gap
Quelle	In: Education Finance and Policy, 17 (2022) 4, S.608-640 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Socioeconomic Status; Academic Achievement; Achievement Gap; Educational Trends; Mathematics Achievement; Reading Achievement; Science Achievement; National Competency Tests; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Tests; Foreign Countries; Science Tests; Secondary School Students; Psychometrics; 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; Bildungsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Psychometry; Psychometrie
Abstract	Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socioeconomic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over time, we trace trends in SES gaps in achievement for U.S. student cohorts born between 1961 and 2001. Gaps in math, reading, and science achievement between the top and bottom quartiles of the SES distribution have closed by 0.05 standard deviation per decade over this period. The findings are consistent across alternative measures of SES and subsets of available tests and hold in more recent periods. At the current pace of closure, the achievement gap would not be eliminated until the second half of the 22nd century. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01