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Postsecondary Attainment: Differences by Socioeconomic Status - YouTube
Channel: National Center for Education Statistics
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Postsecondary education is increasingly seen as an important step toward
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promising careers and favorable lifetime economic outcomes.
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Lower levels of educational attainment are linked to lower earnings and higher unemployment rates.
[24]
Beginning in 2002, NCES sampled
[27]
a nationally representative cohort of 10th graders.
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We caught up with the same group of
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students again in 2004, 2006, and 2012.
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By following this group of students over time,
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we gained important insights into how socioeconomic status,
[45]
or SES, influences a student’s educational outcomes.
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Let’s look at how postsecondary attainment levels differed by
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socioeconomic status for this group of students.
[60]
A smaller percentage of low-SES students
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than middle-SES students
[65]
attained a bachelor’s degree by 2012.
[68]
Both of these percentages were
[70]
smaller than the 60 percent of
[72]
high-SES students who attained
[74]
a bachelor’s degree by 2012.
[79]
High school students’ educational expectations have been shown to be
[82]
related to their eventual educational attainment.
[85]
Let’s look at how educational expectations varied by socioeconomic status.
[92]
Students from low-SES families
[95]
tended to have lower educational
expectations
[98]
In 2004, 25 percent of low-SES students
[102]
who were high school sophomores in 2002
[105]
expected to earn a bachelor’s degree, compared to 33 percent of
[110]
middle- and high-SES students.
[115]
Additionally, in 2004, a smaller percentage
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of low-SES students than middle-SES students
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expected to earn an advanced degree.
[125]
These percentages were
[126]
both smaller than the percentage
[128]
of high-SES students who expected
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to earn an advanced degree.
[136]
Students entering college with better academic skills
[139]
are more likely to complete college than other students.
[144]
Performance on standardized assessments is one way to examine students’ academic skills.
[150]
In order to make comparisons,
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NCES divided the students in the national sample into 4 groups,
[156]
based on mathematics achievement while in high school.
[161]
In general, a smaller percentage of low-SES students
[165]
performed in the highest mathematics
[167]
achievement quartile while in high school,
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compared to middle-SES
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students and high-SES students.
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Overall, 10 percent of low-SES students
[177]
were in the highest mathematics quartile,
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compared to 48 percent of high-SES students.
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On the other hand, a larger percentage of low-SES
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students performed in the lowest mathematics
[193]
achievement quartile while in high school,
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compared to middle-SES students.
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And a larger percentage of both
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low- and middle-SES students performed
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in the lowest mathematics achievement quartile
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while in high school, compared to high-SES students.
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Now let’s examine how educational attainment varied by socioeconomic
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status when performance on standardized assessments was similar.
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For students who scored in the highest mathematics achievement quartile,
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41 percent of low-SES students had
[228]
completed a bachelor’s degree in 10 years,
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compared to 53 percent for middle-SES students.
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These percentages were both lower than the 74 percent
[238]
of high-SES students who
[240]
had completed a bachelor’s degree.
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Now let’s compare these completion rates
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with those who scored in the
[247]
lowest mathematics achievement quartile.
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Only 5 percent of the low-SES students who scored in
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the lowest mathematics achievement quartile in 2002
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went on to complete a bachelor’s degree by 2012.
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This percentage was smaller than the percentage of
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middle-SES students.
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And both of these percentages
[268]
were smaller than the percentage of
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high-SES students who completed
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a bachelor’s degree by 2012.
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Visit nces.ed.gov to view the full report
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and learn more about the condition and progress of American education.
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