Young people in America today are growing up in an era of striking, and in some cases, unprecedented, social inequalities. Economic inequality is at a record high. Today 22% of all income in the US goes to top 1% of earners, while 50 years ago only 10% of total income went to the top 1%. This economic inequality is mirrored in the large educational, health, and political disparities between the children of the rich and the poor.
Every city or metropolitan area in the U.S. has higher- and lower-income neighborhoods. The extent to which these neighborhoods differ in their average socioeconomic status, however, varies considerably. Moreover, this socioeconomic residential sorting has grown substantially in the last 40 years (Reardon and Bischoff 2011a; Reardon and Bischoff 2011b; Watson 2009); the bulk of that growth occurred in the 1980s and in the 2000s.
Since the Supreme Court's 1954 Brown v. Board of Education decision, researchers and policymakers have paid close attention to trends in school segregation. While Brown focused on black-white segregation, we review the evidence regarding trends and consequences of both racial and economic school segregation. In general, the evidence regarding trends in racial segregation suggests that the most significant declines in black-white school segregation occurred at the end of the 1960s and the start of the 1970s.
In this paper we combine National Assessment of Educational Progress and state accountability test data to examine variation among states in achievement gap levels and trends. Although national trends in gaps have been well studied, little research has examined variation in gaps across states or the extent to which differences in state demographics or policies account for these differences.
Business is the largest undergraduate major in the U.S. and still growing. This reality, along with the immense power of the business sector and its significance for national and global wellbeing, makes quality education for these students critical not only for them but also for the public good.
If we do not find ways to reduce the growing inequality in education outcomes – between the rich and the poor – schools will no longer be the great equalizer we want them to be
Has the academic achievement gap between students from high-income and low-income families changed in the last few decades? And if so, why?
Educators have long claimed that good teaching is the key to higher student achievement, as well as to other positive student outcomes, such as moral values and tolerance. Economists also have bought into this argument (Clotfelter, Ladd, & Vigdor, 2007; Rivkin, Hanushek, & Kain, 2005; Wright, Horn, & Sanders, 1997).
Parental involvement (PI) laws require that physicians notify or obtain consent from a parent(s) of a minor seeking an abortion before performing the procedure. Several studies suggest that PI laws curb risky sexual behavior because teens realize that they would be compelled to discuss a subsequent pregnancy with a parent.
How well do U.S. students read? In this article, Sean Reardon, Rachel Valentino, and Kenneth Shores rely on studies using data from national and international literacy assessments to answer this question. In part, the answer depends on the specific literacy skills assessed. The authors show that almost all U.S. students can "read" by third grade, if reading is defined as proficiency in basic procedural word-reading skills.
Almost fifty years ago, in 1966, the Coleman Report famously highlighted the relationship between family socioeconomic status and student achievement. Family socioeconomic characteristics continue to be among the strongest predictors of student achievement, but while there is a considerable body of research that seeks to tease apart this relationship, the causes and mechanisms of this relationship have been the subject of considerable disagreement and debate.