The Unwavering SES Achievement Gap: Trends in U.S. Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 19-01

Autor/inn/en	Hanushek, Eric A.; Peterson, Paul E.; Talpey, Laura M.; Woessmann, Ludger
Institution	Harvard University, Program on Education Policy and Governance
Titel	The Unwavering SES Achievement Gap: Trends in U.S. Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 19-01
Quelle	(2019), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Socioeconomic Status; Achievement Gap; Foreign Countries; Science Achievement; Mathematics Achievement; Secondary School Students; Age Differences; At Risk Students; Family Structure; Parent Background; Educational Attainment; Family Income; Racial Differences; African American Students; White Students; Poverty; Scores; Ethnicity; Grade 8; Grade 12; Adolescents; Occupations; Ownership; Reading Achievement; 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; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Age; Difference; Age difference; Altersunterschied; Familienkonstellation; Familiensystem; Elternhaus; Bildungsabschluss; Bildungsgut; Familieneinkommen; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Armut; Ethnizität; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Beruf; Berufsumfeld; Eigentum; Leseleistung
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 [National Assessment of Educational Progress], TIMSS [Trends in International Mathematics and Science Survey], and PISA [Programme for International Student Assessment], 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	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