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https://www.usatoday.com/story/news/education/2019/05/15/georgetown-study-
felicity-huffman-lori-loughlin-report/1193938001/
7 out of 10 wealthy kindergarten students with low test scores were affluent
by age 25, study finds
Erin Richards, USA TODAY Published 12:01 a.m. ET May 15, 2019
（照片标题：A study by Georgetown University found that seven out of 10
wealthy kindergarten students with low test scores were affluent by age 25,
compared to only three out of 10 high-scoring kindergarten students from
poor families who were affluent by early adulthood.）
It’s better to be born rich than smart.
That’s the sobering takeaway of a new national study released by Georgetown
University on Wednesday that suggests a child's success in life is shaped
less by their innate talents and more by their social standing and life
circumstances from birth to early adulthood.
Specifically, researchers found that seven out of 10 wealthy kindergarten
students with low test scores were affluent by age 25, compared to only
three out of 10 high-scoring kindergarten students from poor families who
were affluent by early adulthood.
"If you’re born well off and you don’t show talent, you have a better
chance of ending up in a good job than if you’re a low-income, talented
student," said Tony Carnavale, director of Georgetown's Center on Education
and the Workforce, which produced the study.
"This is the Felicity Huffman and Lori Loughlin report – it's the empirical
evidence of that," he added, referencing the college admissions bribery
scandal, which has busted the notion that premier universities were
admitting all students on the basis of merit alone.
Huffman pleaded guilty this month to fraud conspiracy. Loughlin and her
husband pleaded not guilty.
Study followed kindergartners from 1989
The new study is unusual for its breadth and depth. Four researchers at
Georgetown combined national data sets to follow the school and career
trajectories of a representative sample of students in public and private
schools.
They started with a group of kindergartners in the 1989-90 school year and
tracked students through high school, college and into the labor market.
The researchers studied students' test scores, college enrollment and
attainment, and the prestige of their occupation, if they secured one.
The findings challenged the notion that America's K-12 education system is a
great equalizer. For example, nearly 40% of low-income kindergartners still
had a low socioeconomic status by adulthood.
Researchers also found the achievement gap was already well established in
kindergarten. Starting out, 74% of the wealthiest kindergarten students
scored in the top half of the scale in math, compared to 23% of the poorest
kindergartners.
As the students grew up, both groups – higher income and low income –
wobbled academically, but wealthier students were more likely to rebound.
"When the high-scoring poor kids inevitably stumbled, their scores were more
likely to decline and then stay low over time," the study said.
High school math scores signal future success
Carnavale said research has shown that higher-income students have built-in
family and economic supports that help them to recover. For example,
affluent families spend about five times as much on enrichment activities
for their children compared to low-income families.
Some good news: Across all racial and ethnic groups, students from
disadvantaged families with top-half math scores in high school were more
likely to obtain a good entry-level job as an adult.
But those outcomes varied by race, according to the study. Among the
students who scored high on math tests in 10th grade, only 50% of black
students and 46% of Latino students went on to earn a college degree,
compared to 62% of white students and 69% of Asian students.
Are there any solutions?
Carnavale said yes. Policymakers could figure out how to pour more resources
into high-quality preschool programs that could prepare more disadvantaged
students for kindergarten.
He also suggested that schools need to figure out how to better assist low-
income and minority students when they fall. He said that's especially true
for students of color because they face greater institutional and systemic
barriers – as well as more discrimination and segregation – than white
students.
He also said the fluctuation in students' test scores over time means there'
s room for more academic interventions at the K-12 level. Adding counselors
and career-exploration opportunities could help, Carnavale said.
felicity-huffman-lori-loughlin-report/1193938001/
7 out of 10 wealthy kindergarten students with low test scores were affluent
by age 25, study finds
Erin Richards, USA TODAY Published 12:01 a.m. ET May 15, 2019
（照片标题：A study by Georgetown University found that seven out of 10
wealthy kindergarten students with low test scores were affluent by age 25,
compared to only three out of 10 high-scoring kindergarten students from
poor families who were affluent by early adulthood.）
It’s better to be born rich than smart.
That’s the sobering takeaway of a new national study released by Georgetown
University on Wednesday that suggests a child's success in life is shaped
less by their innate talents and more by their social standing and life
circumstances from birth to early adulthood.
Specifically, researchers found that seven out of 10 wealthy kindergarten
students with low test scores were affluent by age 25, compared to only
three out of 10 high-scoring kindergarten students from poor families who
were affluent by early adulthood.
"If you’re born well off and you don’t show talent, you have a better
chance of ending up in a good job than if you’re a low-income, talented
student," said Tony Carnavale, director of Georgetown's Center on Education
and the Workforce, which produced the study.
"This is the Felicity Huffman and Lori Loughlin report – it's the empirical
evidence of that," he added, referencing the college admissions bribery
scandal, which has busted the notion that premier universities were
admitting all students on the basis of merit alone.
Huffman pleaded guilty this month to fraud conspiracy. Loughlin and her
husband pleaded not guilty.
Study followed kindergartners from 1989
The new study is unusual for its breadth and depth. Four researchers at
Georgetown combined national data sets to follow the school and career
trajectories of a representative sample of students in public and private
schools.
They started with a group of kindergartners in the 1989-90 school year and
tracked students through high school, college and into the labor market.
The researchers studied students' test scores, college enrollment and
attainment, and the prestige of their occupation, if they secured one.
The findings challenged the notion that America's K-12 education system is a
great equalizer. For example, nearly 40% of low-income kindergartners still
had a low socioeconomic status by adulthood.
Researchers also found the achievement gap was already well established in
kindergarten. Starting out, 74% of the wealthiest kindergarten students
scored in the top half of the scale in math, compared to 23% of the poorest
kindergartners.
As the students grew up, both groups – higher income and low income –
wobbled academically, but wealthier students were more likely to rebound.
"When the high-scoring poor kids inevitably stumbled, their scores were more
likely to decline and then stay low over time," the study said.
High school math scores signal future success
Carnavale said research has shown that higher-income students have built-in
family and economic supports that help them to recover. For example,
affluent families spend about five times as much on enrichment activities
for their children compared to low-income families.
Some good news: Across all racial and ethnic groups, students from
disadvantaged families with top-half math scores in high school were more
likely to obtain a good entry-level job as an adult.
But those outcomes varied by race, according to the study. Among the
students who scored high on math tests in 10th grade, only 50% of black
students and 46% of Latino students went on to earn a college degree,
compared to 62% of white students and 69% of Asian students.
Are there any solutions?
Carnavale said yes. Policymakers could figure out how to pour more resources
into high-quality preschool programs that could prepare more disadvantaged
students for kindergarten.
He also suggested that schools need to figure out how to better assist low-
income and minority students when they fall. He said that's especially true
for students of color because they face greater institutional and systemic
barriers – as well as more discrimination and segregation – than white
students.
He also said the fluctuation in students' test scores over time means there'
s room for more academic interventions at the K-12 level. Adding counselors
and career-exploration opportunities could help, Carnavale said.
