Income gaps are mainly due to the difference in early education investment. Higher income children benefit from higher levels of cognitively stimulating materials available in their homes compared to low-income children. Available at, Kandel WA. The findings in this report are subject to at least two limitations. Contents Chapter 1. Noncompletion of high school increased with age; the absolute differences between the age-specific percentages in the referent group (45–64 years) and the age groups 65–79 years and â¥80 years were 6.6 and 14.8 percentage points, respectively. Please support Sociological Science by becoming a Member! MMWR 2011;60(Suppl; January 14, 2011), CDC. Health, United States, 2011: with special feature on socioeconomic status and health. ** On the basis of the U.S. FPL. Government Printing Office (GPO), Washington, DC 20402-9371; The 2011 HHS action plan focuses specifically on reduction of racial/ethnic disparities but includes education and social and economic conditions among its major strategic areas (26). Telephone: 770-488-1272; E-mail: [email protected] All Rights Reserved. Significant absolute differences from the U.S. born were observed in the total population (24.9 percentage points), among non-Hispanic whites (3.1 percentage points), A/PIs (9.0 percentage points), and Hispanics (27.7 percentage points). Am J Public Health 2010;100(Suppl 1):S186–96. Washington, DC: Congressional Research Service; 2011. The z statistic and a two-tailed test at p<0.05 with Bonferroni correction for multiple comparisons were used to test for the statistical significance of the observed absolute and relative differences and for changes over time. US Census Bureau. One important reason for the increase is that poor families invest relatively less in children's early education than do wealthy families; therefore, their children attend lower-quality schools, which results in them being much less likely to participate in higher education. No significant differences were identified in the relative differences of any these characteristics from 2009 to 2011. (Continued) Age-standardized* percentage of adults aged â¥18 years with incomes less than the federal poverty level, by selected characteristics — Integrated Public Use Microdata Series — Current Population Survey, United States, 2009 and 2011. Educational attainment and income provide psychosocial and material resources that protect against exposure to health risks in early and adult life (1–3). 1National Center for Chronic Disease Prevention and Health Promotion, CDC, 2National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, CDC. Atlanta, GA: US Department of Health and Human Services, CDC; 2011. We aim to be the flagship journal for social scientists committed to advancing a general understanding of social processes. The impact of education on income inequality and intergenerational mobility. Second, CDC used cross-sectional data for the analyses; therefore, no causal inferences can be drawn from the findings. In 2009 and 2011, the magnitude and pattern of age, poverty status, and disability differences were similar in men and women. Vital Health Stat 2005;2(141). Washington, DC: US Census Bureau; 2011. Keppel KG, Pearcy JN, Klein RJ. Macintyre S, Ellaway A, Cummins S. Place effects on health: how can we conceptualise, operationalise and measure them? Available at. Health Aff 2011;30:1822–9. § Age-specific estimates are not age standardized. 25. Disability status was defined by the national data collection standards released by the U.S. Department of Health and Human Services (HHS) in 2011 (15). Ethn Racial Stud 2011;34:1543–66. Research indicates that substantial educational and income disparities exist across many measures of health (1,5–8). We find that innate ability and family investment in early education play important roles in explaining income inequality and intergenerational income mobility. City Community 2008;7:163–79. Ryan CL, Siebens J. This conversion might result in character translation or format errors in the HTML version. No significant changes in the U.S. census region disparities occurred from 2009 to 2011. Educational attainment in the United States: 2009. Minneapolis, MN: Minnesota Population Center; 2010. Inkwan Chung: Department of Sociology, Yale University. CDC. Technical paper 66. No temporal change in disability disparity was observed among young adult females (Table 2). Hyattsville, MD: National Center for Health Statistics; 2004. **Questions or messages regarding errors in formatting should be addressed to Referent categories were usually those that had the most favorable group estimates for most variables; for racial/ethnic comparisons, white males and females were selected because they were the largest group (17,18). Users are referred to the electronic PDF version (http://www.cdc.gov/mmwr) A “college degree” and a “bachelor’s degree” should not be equated, and even if we cannot fix our datasets, we should fix our labels. Keppel K, Pamuk E, Lynch J, et al. † Difference between a group estimate and the estimate for its respective referent group is significant. Statistically significant increases and decreases in relative differences from 2009 to 2011 were interpreted as increases and decreases in disparity, respectively. Washington, DC: US Census Bureau; 2012. In: CDC health disparities and inequalities report—United States, 2011.MMWR 2011;60(Suppl; January 14, 2011), CDC. Available at. = referent; SE = standard error. Race/ethnicity categories included non-Hispanic white, non-Hispanic black, American Indian/ Alaska Native, Asian/Pacific Islander, Hispanic, and multiple races. Health disparities across the lifespan: meaning, methods, and mechanisms. Task Force on Community Preventive Services recommends interventions that promote healthy social environments for low-income children and families and to reduce risk-taking behaviors among adolescents (30). This is an interesting paper and the main conclusion– that educational policies will not ALONE do much to ameliorate income inequality is consistent with common sense– always a good thing. Washington, DC: US Census Bureau; October 2006. All MMWR HTML versions of articles are electronic conversions from typeset documents. Significant absolute differences in the age-standardized percentages in poor families were found between persons of either sex with a disability and those with no disability (referent group) (men: 3.2 percentage points; women 3.5 percentage points). We find that the education effects remain In 2011, overall and for men and women, significant absolute differences in the age-standardized percentages of adults in poor families (IPR <1.00) were found among the youngest adults, non-Hispanic blacks, and Hispanics; all groups that had not completed college; and adults with disabilities (Table 3). Email: [email protected], Decomposition Analysis, Education, Half the squared coefficient of variation, Income Inequality, Income Mobility, NLSY79. NBER CPS supplements. How do I view different file formats (PDF, DOC, PPT, MPEG) on this site? †† Northeast: Connecticut, Maine, Massachusetts, New Jersey, New Hampshire, New York, Pennsylvania, Rhode Island, and Vermont; Midwest: Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin; South: Alabama, Arkansas, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia; West: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. (Continued) Age-standardized* percentage of adults aged â¥25 years who did not complete high school, by selected characteristics — Integrated Public Use Microdata Series, Current Population Survey, United States, 2009 and 2011, Canada, Europe, Australia, or New Zealand, Mexico, South America, Central America, or Caribbean. 1st ed. Income, poverty and health insurance coverage in the United States: 2010. TABLE 2. The patterns described in this report suggest that interventions and policies that are also designed to take account of the influence of educational attainment, family income, and other socioeconomic conditions on health risks in the entire population might prove to be more effective in reducing health disparities (27,28). Healthy people 2010. Int J Epidemiol 2006;35:903–19. Richard Breen, Inkwan Chung Sociological Science, August 26, 2015 DOI 10.15195/v2.a22 Abstract Many commentators have seen the growing gap in earnings and income between those with a college education and those without as a major cause of increasing inequality in the … income, parental education levels, and shocks to income at this age. §§ Difference between the relative differences in 2011 and 2009 is significant (p<0.05, two-tailed z test with Bonferroni correction for multiple comparisons). Implementation guidance on data collection standards for race, ethnicity, sex, primary language, and disability status. In addition, absolute differences were only significant between U.S.-born young adults and young adults born in Latin American and Caribbean countries (23.4 percentage points). In this article we investigate the extent to which increasing the educational attainment of the US population might ameliorate inequality. Many commentators have seen the growing gap in earnings and income between those with a college education and those without as a major cause of increasing inequality in the United States and elsewhere. The 2012 National Prevention Council action plan will implement strategies of the National Prevention Strategy by targeting communities at greatest risk for health disparities, disparities in access to care, and the capacity of the prevention workforce; research to identify effective strategies; and standardization and collection of data to better identify and address disparities. To monitor progress toward eliminating health disparities in the prevalence of noncompletion of high school and poverty, CDC analyzed 2009 and 2011 data from the Current Population Survey (CPS), using methods described previously (8). We find that if the incremental government education expenditure is consumed in grades 1–9, the effect of early education on cross-sectional income disparity increases significantly (from 0.66 to 0.70) and may slightly reduce income persistence across generations but increases cross-sectional income gaps to some extent. telephone: (202) 512-1800. Design and methodology. New York, NY: Oxford University Press; 2000:13–35. DeNavas-Walt C, Proctor BD, Smith JC. Health Aff 2012;31:1803–13. Self-reported data were collected on various characteristics, including demographic, socioeconomic, and geographic characteristics and place of birth. Notable disparities defined by race/ethnicity, socioeconomic factors, disability status, and geographic location were identified for 2005 and 2009, with no evidence of a temporal decrease in racial/ethnic disparities, whereas socioeconomic and disability disparities increased from 2005 to 2009. Age groups included 25–44, 45–64, 65–79, and â¥80 years. Disparities in noncompletion of high school also were found according to world region (countries) of birth.
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