August 27, Capital: Enugu State was created on August 27, The state is situated on the highlands of the Agwu.
Both of these measures are all time highs. Inthe percentage of the adult population who had completed high school or had not completed high school but obtained a GED increased for the first time sincewhen it was 84 percent.
This increase follows a general trend that the Current Population Survey has shown since educational attainment was first measured in The greatest increases in educational attainment were documented in the s, 60s and 70s. In the s and s, data showed girls trailing behind boys in a variety of academic performance measures, specifically in test scores in math and science.
Data in the last twenty years shows the general trend of girls outperforming boys in academic achievement in terms of class grades across all subjects and college graduation rates, but boys scoring higher on standardized tests and being better represented in the higher-paying and more prestigious STEM fields science, technology, engineering, and math.
Although this gap may be minimal in kindergarten, it grows as students continue their education. According to the National Reading Assessment measured by the US Department of Educationthe gap between boys and girls, only slightly noticeable in 4th grade, left boys 14 points behind girls during their 12th grade year.
The gap between male and female 4th graders was 7 points in By 12th grade, there was an point gap between males and females. The average gap increased to 21 points by 8th grade and widened to 24 points by senior year in high school.
The average score for female eighth-graders was 20 points higher than males, down 1 point from the score. For twelfth-graders, females outscored males by 18 points as opposed to 24 points in From untilthe number of males enrolled in college increased by 18 percent, while the number of female students rose by 27 percent.
However, more men held professional and doctoral degrees than women. Asian Americans had the highest educational attainment of any race, followed by whites who had a higher percentage of high school graduates but a lower percentage of college graduates.
Persons identifying as Hispanic or Latino, without regard to race, had the lowest educational attainment. The gap was the largest between foreign-born Asian Americans, over half This large inequality might partially be explained by the influx of uneducated foreign-born Hispanic Americans who had not been offered the chance to complete secondary education in their home country and who had not completed secondary education in the United States.
Overall, nearly half The same differences decrease significantly at the high school level with Evidence of the racial achievement gap remains present today because not all groups of students are advancing at the same rates.
The racial achievement gap has many individual and economic implications and there have been many efforts in education reform to narrow this gap. Foreign-born Asian, European, and African immigrants had a higher educational attainment in terms of having earned a four-year college degree than their native-born counterparts.
According to the U. S census about The low educational attainment of foreign-born Hispanics, who compose more than 50 percent of the Hispanic population, contributes to the low attainment levels of the entire Hispanic population.
As stated above fewer foreign born Americans completed high school than native born Americans. Among whites the difference was three percentage points, the same as for African Americans. Among Asian Americans the difference was five percentage points.
It was thirty percentage points among Hispanics or Latinos. Earnings are for full-time wage and salary workers Educational attainment is strongly correlated with income in the United States. Although the incomes of both men and women are associated with higher educational attainment higher incomes for higher educational attainmentlarge income gaps linked to race and gender remained at each educational level.
The least significant difference was between those who had graduated from high school and those who had either some college or an associate degree.Examines how parental cultural capital contributes to children's educational attainment in the Netherlands, emphasizing participation in beaux arts and reading behavior.
Explores the claims of cultural reproduction theory and cultural mobility theory on the interaction of parents' educational background and their cultural capital.
Discusses the findings. Our results are, first, that controlling for the three types of capital we explain a considerable part of the social class effect on educational attainment, and, second, that cultural and social capital are the key predictors of educational attainment.
Abstract Emerging from Bourdieu’s cultural capital theory, many sociologists found a relation between cultural capital and Habitus, the effect they have on children’s educational attainment, and how it’s brought about from class differences in societies. • How cultural capital is distributed according to social class and educational level.
• The extent to which cultural capital is passed down from parents to children. • What effect cultural capital has on GCSE attainment at age ities in educational attainment. However, success and failure in the education system is seen as being due to individual gifts (or the lack of them).
Therefore, tance of cultural and educational capital in the transmission of privileges. At times Bourdieu stresses the role . The educational attainment of the U.S. population is similar to that of many other industrialized countries with the vast majority of the population having completed secondary education and a rising number of college graduates that outnumber high school dropouts.
As a whole, the population of the United States is spending more years in formal educational programs.