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ERIC Number: EJ897045
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0022-2984
Wealth, Traditional Socioeconomic Indicators, and The Achievement Debt
Easton-Brooks, Donald; Davis, Alan
Journal of Negro Education, v76 n4 p530-541 Fall 2007
This study examined whether socioeconomic indicators including wealth, parents' education, parents' occupation, and parents' income predicted the academic outcomes of African Americans and European Americans differently. Using a sample of 1,302 African American and 6,362 European American public high school students drawn from the first- and second year follow-up of the National Educational Longitudinal Study of 1988, the study found that socioeconomic status (SES) accounted for significant variance in the academic achievement of African American students, and that wealth explained variance for students of both ethnicities beyond what was explained by SES alone. Wealth accounts for greater variance in outcomes of African American students than of European American students. (Contains 3 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A