Browsing by Author "Peltier Campbell, Kathryn"

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    Born to Win, Schooled to Lose
    Carnevale, Anthony P.; Fasules, Megan L.; Quinn, Michael C.; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019)
    The American Dream promises that individual talent will be rewarded, regardless of where one comes from or who one’s parents are. Based on this ideal of equal opportunity, it’s tempting to believe that education and career outcomes reflect a natural sorting according to merit. But this presumption risks suggesting that those who do not thrive in school or the workforce lack talent— when, in fact, they more often lack sufficient systemic support on the journey to reach their full potential. In this study, the authors test the idea that achievement is a perfect reflection of innate ability by tracing children’s journeys through and beyond the educational system, from their academic performance in childhood to their early career outcomes as young adults. The authors find that there is substantial churn in children’s demonstrated abilities as they travel through the K–12 system and onward to college and careers. These findings suggest that talent is not fixed: innate ability can be nurtured over time, or it can remain underdeveloped. The education system can play a role in whether children reach their full potential.
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    May the Best Woman Win?: Education and Bias against Women in American Politics
    Carnevale, Anthony P.; Smith, Nicole; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019)
    In this report, the authors explore how sex, age, income, race, and political affiliation might influence opinions regarding women’s suitability to be president. They also explore whether educational attainment levels might lead to broader options for political leadership by reducing bias that could limit the candidate pool.
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    SAT-Only Admission: How Would It Change College Campuses?
    Carnevale, Anthony P.; Strohl, Jeff; Van Der Werf, Martin; Quinn, Michael C.; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019)
    The competition to get into America’s most selective colleges and universities is fierce. Some top universities admit as few as 5 percent of applicants. Judging from how much high school students and their parents worry about standardized test scores, one might presume that an SAT or ACT score is the primary factor in college admissions—and that those admitted with lower scores are an exception to the rule. But a look at the numbers reveals a different reality. This report finds that this admissions policy would replace 53% of incoming students, creating a less racially diverse and slightly more affluent student body.
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    The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos
    Carnevale, Anthony P.; Strohl, Jeff; Gulish, Artem; Van Der Werf, Martin; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019-10-16)
    Inequities in access to good jobs by race and ethnicity have grown in past decades. White workers are more likely than Black or Latino workers to have a good job at every level of educational attainment. This report explores how White workers have relied on their educational and economic privileges to build disproportionate advantages in the educational pipeline and the workforce. Black and Latino workers, on the other hand, have strived to overcome discrimination, racism, and other injustices that continue to perpetuate earnings inequality. Policy changes can help narrow these equity gaps; otherwise, they will continue for generations to come.