The Economic Achievement Gap in the US, 1960-2020: Reconciling Recent Empirical Findings. CEPA Working Paper No. 21-09

Autor/in	Reardon, Sean F.
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	The Economic Achievement Gap in the US, 1960-2020: Reconciling Recent Empirical Findings. CEPA Working Paper No. 21-09
Quelle	(2021), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Standardized Tests; Scores; Family Income; Academic Achievement; Achievement Gap; Outcomes of Education; Equal Education; Educational Opportunities; Low Income Students; Kindergarten; Elementary Secondary Education; Preschool Education; Educational Change; Educational History; Economic Factors; Social Differences; College Attendance; Reading Achievement; Educational Trends; Trend Analysis; Mathematics Achievement; National Competency Tests; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Science Tests; Science Achievement; Mathematics Tests; Comparative Analysis; Measurement; Socioeconomic Status; National Assessment of Educational Progress; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Familieneinkommen; Schulleistung; Lernleistung; Schulerfolg; Bildungsangebot; Bildungschance; Pre-school education; Vorschulerziehung; Bildungsreform; History of education; Bildungsgeschichte; Ökonomischer Faktor; Sozialer Unterschied; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Leseleistung; Bildungsentwicklung; Trendanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Messverfahren; Socio-economic status; Sozioökonomischer Status
Abstract	Has the gap in average standardized test scores between students from high- and low-income families widened, narrowed, or remained stable over the last 3 decades? The question is important both because the achievement gap is measure of how (un)equally educational opportunities are distributed in the US, and because the disparity in educational outcomes is a leading indicator of the degree of economic mobility. If the gap is widening, it suggests that children's educational experiences and opportunities in early and middle childhood -- in their homes, neighborhoods, childcare and preschool programs, and K-12 schools -- are becoming increasingly unequal, a sign that the growing economic inequality in the US has led to a parallel growth in educational inequality. A narrowing gap, however, would suggest the opposite: changes in early childhood or K-12 schooling have been equity-enhancing, even in the face of increased economic inequality among families. And because test scores and the skills they measure are valued in college admissions and the labor market, the trend in the test score gap may predict the trend in economic mobility several decades later. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01