Browsing by Author "Quinn, Michael C."

Now showing 1 - 4 of 4
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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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    Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students, 2018
    Carnevale, Anthony P.; Van Der Werf, Martin; Quinn, Michael C.; Strohl, Jeff; Repnikov, Dmitri (Georgetown University Center on Education and the Workforce, 2018-11-12)
    This report points out that misguided admissions practices and growing funding gaps are splitting the public higher education system into two unequal tracks demarcated by race.
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    The Overlooked Value Of Certificates And Associate's Degrees: What Students Need to Know Before They Go to College
    Carnevale, Anthony P.; Garcia, Tania L.; Ridley, Neil; Quinn, Michael C. (Georgetown University Center on Education and the Workforce, 2020)
    This report examines the labor-market value of associate’s degrees and certificate programs, finding that field of study especially influences future earnings for these programs since they are tightly linked with specific occupations. The Overlooked Value of Certificates and Associate’s Degrees: What Students Need to Know Before They Go to College also reveals that the combined number of certificates and associate’s degrees awarded by colleges is similar to the number of bachelor’s degrees awarded—around 2 million per year—with certificates and associate’s degrees each accounting for about 1 million.
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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.