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Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
The report was widely seen as evidence that school funding has little effect on student final achievement. A more precise reading of the Coleman Report is that student background and socioeconomic status are much more important in determining educational outcomes than are measured differences in school resources (i.e. per pupil spending ...
Founded in 1981 by historians Herbert Gutman and Stephen Brier as the American-Working Class History Project, [1] the project grew out of a 1977–80 series of National Endowment for the Humanities summer seminars that introduced new social history scholarship to trade union members from diverse occupations and backgrounds, most of whom had no college experience. [2]
Social class is an important theme for historians of the United States for decades. The subject touches on many other elements of American history such as that of changing U.S. education, with greater education attainment leading to expanding household incomes for many social groups.
Socioeconomic status has long been related to health, those higher in the social hierarchy typically enjoy better health than those below. [22] Socioeconomic status is an important source of health inequity, as there is a very robust positive correlation between socioeconomic status and health. This correlation suggests that it is not only the ...
The economic history of the United States spans the colonial era through the 21st century. The initial settlements depended on agriculture and hunting/trapping, later adding international trade, manufacturing, and finally, services, to the point where agriculture represented less than 2% of GDP .
The combined taxed and non-taxed Native American population in the United States was 339,421 in 1860, 313,712 in 1870, and 306,543 in 1880. [ 20 ] c ^ Data on race from the 2000 and 2010 U.S. censuses are not directly comparable with those from the 1990 census and previous censuses due, in large part, to giving respondents the option to report ...
In response to this report, the number of American Indian children enrolled in U.S. public schools grew, but it was a slow process. [3] By the 1980s, United States curricula reflected a diversity of American Indian traditions and beliefs, thanks in part to the Indian Self-Determination and Education Assistance Act of 1975