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ERIC Number: ED606001
Record Type: Non-Journal
Publication Date: 2020-Feb
Pages: 84
Abstractor: As Provided
Long-Run Trends in the U.S. SES-Achievement Gap. Program on Education Policy and Governance Working Papers Series. PEPG 20-01
Hanushek, Eric A.; Peterson, Paul E.; Talpey, Laura M.; Woessman, Ludger
Program on Education Policy and Governance
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 [Long-Term Trend assessment administered by the National Assessment of Educational Progress], Main-NAEP, TIMSS [Trends in International Mathematics and Science Study], and PISA [Programme for International Student Assessment] 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.
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail:; Web site:
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: Secondary Education; Elementary Education; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Program on Education Policy and Governance
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Trends in International Mathematics and Science Study; Program for International Student Assessment; National Longitudinal Study of the High School Class of 1972; High School and Beyond (NCES); National Longitudinal Study of Adolescent Health
Grant or Contract Numbers: N/A