Hidden Gains: Effects of Early U.S. Compulsory Schooling Laws on Attendance and Attainment by Social Background

Autor/in	Rauscher, Emily
Titel	Hidden Gains: Effects of Early U.S. Compulsory Schooling Laws on Attendance and Attainment by Social Background
Quelle	In: Educational Evaluation and Policy Analysis, 36 (2014) 4, S.501-518 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373714527787
Schlagwörter	Compulsory Education; School Law; Attendance; Educational Policy; Equal Education; Educational Attainment; Achievement Gains; Social Class; At Risk Students; Males; Gender Differences; Racial Differences; Geographic Location; Hypothesis Testing; Regression (Statistics) + Suchen Sie Ihr Suchwort? Schulpflicht; Law concerning schools; Schulrecht; Anwesenheit; Politics of education; Bildungspolitik; Bildungsabschluss; Bildungsgut; Achievement gain; Leistungssteigerung; Social classes; Soziale Klasse; Male; Männliches Geschlecht; Geschlechterkonflikt; Rassenunterschied; Hypothesenprüfung; Hypothesentest; Regression; Regressionsanalyse
Abstract	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 to 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10