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ERIC Number: ED457039
Record Type: RIE
Publication Date: 1995-Dec
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Educational Progress of Women. Findings from "The Condition of Education 1995."
Smith, Thomas M.
This fifth publication in the series "Findings from 'The Condition of Education'" summarizes educational differences between females and males that research has shown to be related to labor market outcomes. Differences in academic achievement, progression rates, types of courses taken, level of effort, and field of study may all affect the labor market opportunities of women relative to men. Over the past two decades, women have made substantial educational progress. Educational level gaps between women and men prevalent in the early 1970s have essentially disappeared for the younger generation. Although they still lag behind males in mathematics and science achievement, high school females on average outperform males in reading and writing and take more credits in academic subjects. In addition, females are more likely than males to attend college after high school and are as likely to graduate with a postsecondary degree. It remains to be seen, however, how these gains in educational attainment will be rewarded in the marketplace. In 1993, the average earnings of female high school graduates aged 25-34 were more than one-third lower than those of male high school graduates of the same age. Female college graduates earn, on average, salaries that are 80 percent of what their male counterparts receive. Furthermore, these large differences in earnings persist after accounting for educational attainment and prose, document, and quantitative literacy skills. (EH)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 877-576-7734 (Toll Free, TTY/TDD); Fax: 301-470-1244; e-mail: EdPubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs/96768.pdf.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Note: For "The Condition of Education, 1995," see ED 383 119.