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

Eric A. Hanushek,
Paul E. Peterson,
Laura M. Talpey,
Ludger Woessmann

Rising inequality in the United States has raised concerns about potentially widening gaps in educational achievement by socio-economic status (SES). Using assessments from LTT-NAEP, Main-NAEP, TIMSS, and PISA that are psychometrically linked over time, we trace trends in achievement for U.S. student cohorts born between 1954 and 2001. Achievement gaps between 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 improved achievement levels, which have risen at age 14 but have remained unchanged at age 17 for the past quarter century.

Education level
K-12 Education
Topics
Student Learning
Tags
Assessment,
Poverty
Download 02/2020
Document Object Identifier (DOI)
10.26300/rk0s-m332
EdWorkingPaper suggested citation:
Hanushek, Eric A., Paul E. Peterson, Laura M. Talpey, and Ludger Woessmann. (). Long-run Trends in the U.S. SES-Achievement Gap. (EdWorkingPaper: -207). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/rk0s-m332

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