The Second Transformation of American Secondary Education

Trow, Martín

doi:10.1177/002071526100200202

Cited by 70 publications

(39 citation statements)

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“…Second, school expansion altered the meaning of long-standing education milestones (e.g., high school entry, high school graduation, and college entry; Trow, 1961), making changing relations between those milestones and socioeconomic background challenging to interpret. One response to the dilemma was to disaggregate the summary "years of school completed" variable into its component parts, the year-by-year continuation of education.…”

Section: Challengesmentioning

confidence: 99%

Seven Principles for Assessing Effectively Maintained Inequality

Lucas

Byrne

2017

American Behavioral Scientist

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Effectively maintained inequality (EMI) was proposed as a general theory of inequality, but the theory flows from a decades-long tradition of studying social background effects on educational attainment. After an orienting discussion of several historic challenges of the study of social background effects on educational inequality, proposed and adopted solutions to those challenges, and subsequent critiques of those solutions, we offer and justify seven principles that, if followed, produce a solid assessment of EMI. After conveying the seventh principle, two illustrative ways in which EMI addresses historic challenges with studying inequality are conveyed.Keywords qualitative inequality, theoretically focal persons, distractive control variables, EMI bounds, salient standardization Effectively maintained inequality (EMI; Lucas, 2001) was proposed as a general theory of inequality. Although EMI is resonant with theoretical resources from multiple traditions (Lucas, 2009), it most directly flows from a decades-long tradition of studies of social background effects on educational attainment. That history is composed of many path-breaking innovations and challenging realizations, reflecting a process in which each promising innovation drew critical attention that made visible its limitations, spurring further development. Understanding the historic challenges that have hounded efforts to study inequality is essential for efforts to assess EMI and perhaps other theories as well. Indeed, failure to grasp those historic challenges not only may

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Section: Challengesmentioning

confidence: 99%

Seven Principles for Assessing Effectively Maintained Inequality

Lucas

Byrne

2017

American Behavioral Scientist

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“…Sweeping transformations of the period figure prominently in explanations for the high school movement (see, e.g., Trow 1961). The rise of big business, for example, a late nineteenth-century phenomenon, increased the demand for managers and ordinary clerical workers, and the increase of large-scale retail trade, as reflected in the appearance of the department store and the mailorder house, for example, increased the demand for an educated sales force.…”

Section: The Return To Education and The Great Transformationmentioning

confidence: 99%

Egalitarianism and the Returns to Education during the Great Transformation of American Education

Goldin

1999

Journal of Political Economy

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“…While Post (1994) and others (Goldin and Katz 2008;Baker 1999;Trow 1961;Clark 1961) suggest that (at least Northern) U.S. educational expansion is largely demand-driven and unrelated to state policy, others emphasize the role of the state in shaping and expanding the U.S. educational system (Steffes 2012;Rubinson 1987;Walters 2000). Did early U.S.…”

Section: A Brief Review Of Research On Equalizing Policiesmentioning

confidence: 99%

Hidden Gains

Rauscher

2014

Educational Evaluation and Policy Analysis

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Research on early compulsory schooling laws finds minimal effects on attendance, but fails to investigate heterogeneous effects. Similarly, research proposes limited contexts in which expansion policies can increase equality, but has difficulty separating policy and cohort effects. Capitalizing on within-country variation in timing of early compulsory laws, passed 1852-1918, I ask whether they improved equality of school attendance or educational attainment by class, nativity, and race. Based on census data, compulsory laws increased equality of attendance and attainment, particularly among young men in the North, where the laws reduced class and race gaps by over 20%. Early compulsory schooling laws provided "hidden gains," missed in previous analyses, suggesting policies that raise minimum schooling can increase educational equality in certain contexts.

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The Second Transformation of American Secondary Education

Cited by 70 publications

References 0 publications

Seven Principles for Assessing Effectively Maintained Inequality

Seven Principles for Assessing Effectively Maintained Inequality

Egalitarianism and the Returns to Education during the Great Transformation of American Education

Hidden Gains

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