![]() ![]() There is also good news in the fact that students who still have good scores by the 10th grade have good chances thereafter. Education quality does make a difference. ![]() These contrasts are stark-but the fact that advantaged students regularly fall and recover and that some disadvantaged students do make it despite the odds gives us reason for optimism. More than half of the most affluent students whose high initial math test scores drop during primary school have high test scores again by 8th grade, compared with less than one-third of the least affluent. And if affluent students do fall, they are more likely to recover. That said, affluent students have the best odds of never falling behind: 74 percent never see their math test scores fall to the bottom half, compared with 30 percent of economically disadvantaged students. Whether affluent or poor, regardless of race or ethnicity, any student can stumble along the academic pathway. Throughout elementary, middle, and high school, students’ math test scores rise and fall. The great sorting of the most talented young people into haves and have-nots starts early and continues into young adulthood, but fluctuation does occur along the way. Black and Latino youths who have high math test scores as teenagers are less likely to earn a college degree than White and Asian students with the same high scores. Systemic inequality affecting Black and Latino youths adds another dimension to economic class disparities. Meanwhile, a child from an economically disadvantaged background with high math test scores in kindergarten has only a 31 percent chance of working in a good entry-level job by age 25. We found that a child from an affluent family with low math test scores in kindergarten has a 71 percent chance of working in a good entry-level job by age 25. Our research team at the Georgetown University Center on Education and the Workforce demonstrated just how dire the prospects are for disadvantaged youths in our report, “Born to Win, Schooled to Lose.” What is most striking is that the most talented young people from the least affluent families don’t do as well in college and careers as the least talented young people from the most affluent families. In short, in America, it is better to be born rich than smart. Instead, a child’s likelihood of becoming a college graduate and achieving early career success depends more on his or her family’s bank account and social status than on talent. But that’s not the case in the United States today. In a fair society, people’s successes should reflect their talent and hard work. ![]()
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