vital乔治城大学-报告:在美国想要成功 学习好不如生得好(英文).pdf_行业资料_市场研究报告_39_贸

美国服务器哪个好  时间:2021-04-29  阅读:()

2019

,toLose

WhyEquallyTalentedStudentsDon’tGetEqual Chances to BeAll They CanBe

Anthony P.Carnevale

Megan L. Fasules

Michael C.Quinn

KathrynPeltier

Campbel l

2019

Reaching for the AmericanDream

Affluencesecuresopportunity,evenforstudentswith High-achieving chi ldren from poorfamilies have loweroddslow earlyachievement. ofsuccess.

Ehvelfnwhehntheystkairtwithbottom- h h f i l i f h hi h i l Manyikhindergartnerswithfami l iesfromthe lowestSESquarti lestartoutwith highacademic achievement,a mat scores, ndergartnersw o aveames romt e g estquart e butwt outofsocioeconomicstatus(SES)ofte-nreceivethematerialsupporttheyneedtoincreasetheirscores,earncol leg the same protective environments avai lable totheir high-SES peers, they are less l ikely to be al l theye degrees,andworkingoodentry leveljobsasyoungadults. can be.

viv GEORGETOWN UNIVERSITYCENTER ON EDUCATION ANDTHEWORKFORCE BORNTOWIN, SCHOOLEDTOLOSE

Acknowledgments

We are grateful to the individuals and organizationswhose generoussupport has madethis report possible: Lumina Foundation (Jamie

Merisotis,Wendy Sedlak,Hol ly Zanvi l le, and Susan D. Johnson); the Bi l l&Mel inda Gates Foundation (Patrick Methvin and Jamey Rorison); the JoyceFoundation (Sameer Gadkaree); and the Annie E.Casey Foundation (BobGi loth and Al l ison Gerber).We are honored to be their partners in ourshared mission of promoting postsecondary access, completion,andcareer success for al l Americans.

The staff of the Georgetown University Center on Education and theWorkforce was instrumental in the production of this report fromconceptionto publ ication. In particular,wewould l iketo thank

Jeff Strohl for research direction;

Andrea Porter for strategic guidance;

Nicole Smith for economic methodology;

Martin Van Der Werf,Tanya I.Garcia, and Artem Gul ish foreditorial and qual itative feedback;

Hilary Strahota, Vikki Hartt Salinkas, Emma Wenzinger, andFrankZhang forcommunications efforts, including designdevelopment and publ ic relations;and

Joe Leonard and Coral Castro for assistance with logistics and operations.Many othersfcohntributedtheirthoughltls and feedbfacl kthroughlout theproduction o t is report.We especia y are grate u to ourta enteddesign’ers,editorial advisors,and printers,whose efforts were vital to thisreport s successful completion.We would also l ike tothank Brian Bridgesof the United Negro Col lege Fund,who provided feedback on an earl ierversion of this report,and Vanessa Scanfeld of the Harlem Academy,whose questions encouraged us to explore this topic.

The views expressed in this publication are those of the authors and donot necessarily represent those of Lumina Foundation, the Bill&MelindaGates

Foundation,theJoyceFoundation,ortheAnnieE.CaseyFoundation,oranyoftheirofficersoremployees.Allerrorsandomissionsaretheresponsibilityofthea uthors.

Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

KeyFindings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Part1:ConditionedbyUnequalEnvironments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

The environment that high socioeconomic status can provide tendsto protect chi ldren and propel themto succeed. 9Advantaged chi ldren benefit from their parents’habitsandeducational experiences. 11Schools and peers contribute toupper-class advantage. . . . . . . . . . . . . . . . . . . . . . . . . . .13

Blackand Latino chi ldren in particularface the additional chal lengesof discriminationandsegregation. 14Education has the potential to be thegreatequal izer. 16Part2:Trave li ngthe Uneve nAcadem icPathway. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Academic gaps are already large in the first yearofschool . 17The moredisadvantaged chi ldrenare, the less l ikelytheyare to recoverif theirtestscores fal l. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Advantage helps propel students towardacademicsuccess. . . . . . . . . . . . . . . . . . . . . . .19

The effects of advantage and disadvantage continue through high school—but paths are less l ikelyto change atthatpoint. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

K–12 academicdevelopment and socioeconomicstatus both playa rolein col lege enrol lmentandcompletion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Race and’ethnicity interact with socioeconomic status to affectstudents l ikel ihood of achieving and maintainingacademicsuccess. 25

K–16 academic performance haslastingconsequences. 31Part 3:EarlyCareerSucce ss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Students with high testscores in 10th grade have betterchances of earlycareer success regardless of raceorethnicity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

By facing and addressing the facts,we can revive theAmericanDream. . . .37Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Pol icyRecommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Re fe re n ce s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

AppendixA:DataSourcesandMethodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Appendix B:RobustnessChecks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Figures

Figure1 The highest-SES fami l ies spend five times as much on enrichmentactivitiesas thelowest-SESfami l ies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Figure2 Almtost al ldchi ldredn frotim highest-SEdStfaml i l iesthhave attlheiasdtofnehipldarentfwithl somet-

SpoEsSfsaemcoi l inesarye uca on,compare o ess anone r o c ren romowes

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1

Figure3 Compared to highest-SES students,a smal lershare of lowest-SES students saytheywantto attend col lege,and even fewer perceive themselves as actual ly l ikelytoattend. 12Figure4 Black, Lati-no,and Asian chi ldren are more l ikelythanWhite chi ldren to comefromthe lowest SESfami l ies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Figure5 Kindergartners from high-SESfami l ies are more l ikelythan their low-SES peers toscorein the top half onmathassessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

those in the lowest SES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Figure7 Kindergartners who score in the bottom half of math assessments are much more l ikelytomove into the top half of al l students by the eighth grade if theyare in higherSESquarti les. 20Figure8 Almost al l students who score in the top quarti le in tenth-grade math alsoscorein the top half in the twelfth grade. 21Figure9 Most tenth graders who score in the bottom math quarti le remain there intwelfthgrade. 22Figure 10 Lowest-SES tenth graders with top math scores are less l ikely to immediately enrol lin a col lege than highest-SES tenth graders with bottommathscores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Figure 11 Regardless of math scores in high school, lowest-SES tenth graders are less l ikelythantheir highest-SES counterparts to have completed a col lege degree 10yearslater. . . . . . . . . . . . . .25

Figure 12 Both high-and low-SESWhite and Asian chi ldren are more l ikelyto have top-halfkindergarten math scores than their Black andLatinopeers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Figure 13 Regardless of SES,Black kindergartners with bottom-half math scores are much less l ikelythan theirWhite, Latino,orAsian peers to have top-half math scores bytheeighthgrade. .28Figure 14 Regardless of SES,Black kindergarte-ners with top-half math scores are more l ikely thanother kindergartners to have bottom half math scores aseighthgraders. . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Figure 15 Whiteand Asian tenth graders are more l ikelythan theirBlackorLatino peers to haveearned a col lege degree within 10 years, no mattertheirmathscores. 30Figure 16 Tenth graders in the lowest SES quarti le are relatively l ikely to stay there as young adults,whi le tenth graders in the highest SES quarti le are relatively l ikely to maintainhighSES. 33Figure 17 Lowest-SES tenth graders with top math scores are more economical ly mobi lethban t-heirdpieersSEwSith bottom math scores,but theyare sti l l less l ikelyto reacha ove me anas young adults than tenth graders who start in thehighest-SEScategory. . . . . . . . . . . . . . . . . . . . . . . . .34

Figure 18 Among low-SEStenth graders,Whitesand Asiansare more l ikelythan Blacks and Latinosto become high-SES young adults intheirmid-20s. 35Figure 19 Low-SEStenth graderswith top math scoresare much more l ikelyto rise into the upperhalfof SES distribution among theirpeers and be successful in theirearlycareers 10yearslater. 36

INTRODUCTION

In America,

It’s Often

Better to

BeRichthanSma rt

Based o’nthis ideal of equalopportunity, its tempting to bel ieve thateducation andcareeroutcomes reflect a natural sorting according tomerit. But this presumption risks suggesting thatthose who do not thrive in school ortheworkforce lack talent—when, in fact, they moreoften lacksuffichienht syfstel lmic suppol rt onthejourney to reac t eir u potentia.

In the United States, there is a broadly heldpresumption that thejourney along the pipel inefrom kindergarten to early c’areer successgradual ly reveals each chi lds innate abi l ities. 1

This presumption is widespread not only in thegeneral publ ic, but among students themselves,who self-identify and identify each other as eitheracademical ly gifted or general lyundistinguished.Al ltoooften,thes’ebel iefsaboutone’s ta-lents and the talents of one s peers becomeself fulfi l l ingprophesies.

The notionthat talent wi l l always rise to the topcanbe harmful, ashit prevents investments inlinterventions t at promote upward mobi ity. If

BORN TO WIN

In this study,we test the idea that Thebsiel ifindingbssuggesttdhattalientisn’itfixed: innai tdemonstrated achievement is a perfect e a tycan enurture overt me,ortcanrema nreflectio’n of innate abi l ity bytracingchi ldrens journeys through and beyond the

1 tRheastaelalorcwhserorsohmafvoerdcehsacnrgibeeindtthheisbeeqluieafltithiaetsinSteelel igCelanrcoeeatandl t,a―GlernotwatrheiMninnadtseeatnTdedmopneortscthhaenEgffeeacstas―offixPeodvmeirntydosneAt,c‖aindceomnticraAsctthoiethvee―mgreonwt,t‖h2m0i1n6dset‖

2 GEORGETOWN UNIVERSITYCENTERON EDUCATIONANDTHE WORKFORCE

青果云(59元/月)香港多线BGP云服务器 1核 1G

青果云香港CN2_GIA主机测评青果云香港多线BGP网络,接入电信CN2 GIA等优质链路,测试IP:45.251.136.1青果网络QG.NET是一家高效多云管理服务商,拥有工信部颁发的全网云计算/CDN/IDC/ISP/IP-VPN等多项资质,是CNNIC/APNIC联盟的成员之一。青果云香港CN2_GIA主机性能分享下面和大家分享下。官方网站:点击进入CPU内存系统盘数据盘宽带ip价格购买地...

PQ.hosting全线9折,1Gbps带宽不限流量VPS/€3/月,全球11大机房可选

Hostadvice主机目录对我们的服务进行了测试,然后给PQ.hosting颁发了十大WordPress托管奖。为此,宣布PQ.Hosting将在一周内进行折扣优惠,购买和续订虚拟服务器使用优惠码:Hostadvice ,全部优惠10%。PQ.hosting,国外商家,成天于2019年,正规公司,是全球互联网注册商协会 RIPE 的成员。主要是因为提供1Gbps带宽、不限流量的基于KVM虚拟的V...

香港 1核 1G 5M 22元/月 美国 1核 512M 15M 19.36元/月 轻云互联

轻云互联成立于2018年的国人商家,广州轻云互联网络科技有限公司旗下品牌,主要从事VPS、虚拟主机等云计算产品业务,适合建站、新手上车的值得选择,香港三网直连(电信CN2GIA联通移动CN2直连);美国圣何塞(回程三网CN2GIA)线路,所有产品均采用KVM虚拟技术架构,高效售后保障,稳定多年,高性能可用,网络优质,为您的业务保驾护航。官方网站:点击进入广州轻云网络科技有限公司活动规则:用户购买任...

美国服务器哪个好为你推荐
在线考试系统要求及使用说明配置routewin10关闭445端口如何进入注册表修改关闭445端口iphone连不上wifi我的苹果手机连不上无线,其它手机能,怎么回事?只是家里的连不上用itunes备份如何用iTunes备份iPhone数据google中国地图谷歌退出中国,地图要是关了就太可惜了!手机谷歌地图还能用吗?icloudiphone苹果6显示已停用请连接itunes什么意思google搜图google的直接搜索图片的功能为什么没了fastreport2.5空调滤芯pm2.5是什么意思?ios10.0.3小六升IOS11.0.3到底卡不卡,过来人给个建议
紧急升级请记住新域名 域名转让 游戏服务器租用 高防直连vps 汉邦高科域名申请 hawkhost isatap la域名 亚洲小于500m 中国电信测速112 umax120 raid10 dnspod 工信部网站备案查询 免费网络 云服务是什么意思 电信主机托管 服务器机柜 stealthy ddos攻击小组 更多