Long-Term Trends in Private School Enrollments by Family Income. CEPA Working Paper No. 17-07

Autor/inn/en	Murnane, Richard J.; Reardon, Sean F.
Institution	Center for Education Policy Analysis (CEPA) at Stanford University
Titel	Long-Term Trends in Private School Enrollments by Family Income. CEPA Working Paper No. 17-07
Quelle	(2017), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Enrollment Trends; Trend Analysis; Private Schools; Family Income; National Surveys; Elementary Schools; Socioeconomic Influences; Racial Differences; Ethnicity; Urban Areas; Geographic Regions; Costs; Educational Quality; Databases; Statistical Analysis; Census Figures; Educational Attainment; Place of Residence; National Household Education Survey + Suchen Sie Ihr Suchwort? Trendanalyse; Private school; Privatschule; Familieneinkommen; Elementary school; Grundschule; Volksschule; Sozioökonomischer Faktor; Rassenunterschied; Ethnizität; Urban area; Stadtregion; Cost; Kosten; Quality of education; Bildungsqualität; Datenbank; Statistische Analyse; Volkszählung; Bildungsabschluss; Bildungsgut; Wohnort
Abstract	We use data from multiple national surveys to describe trends in private elementary school enrollment by family income from 1968-2013. We note several important trends. First, the private school enrollment rate of middle-income families declined substantially over the last five decades, while that of high-income families remained quite stable. Second, there are notable differences in private school enrollment trends by race/ethnicity, urbanicity, and region of the country. Although racial/ethnic differences in private school enrollment are largely explained by income differences, the urban/suburban and regional differences in private school enrollment patterns are large even among families with similar incomes. Factors contributing to these patterns may include trends in income inequality, private school costs and availability, and the perceived relative quality of local schooling options. (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	2020/1/01