Chapter 6 Schooling
In the past, leaving school before finishing high school was not seen as a failure, but rather as a normal transition, with less than half of 18-year-olds graduating as late as 1940. However, after World War II, earning a high school diploma became standard, and not having one is now viewed as a significant social disadvantage. Although many high school dropouts come from low-income families, the connection between socioeconomic status and dropping out is complicated. Most students with high IQs complete high school regardless of their family's wealth, while those with lower IQs are more affected by being poor. Today, intelligence significantly influences graduation rates and future college attendance.
Historically, the idea of failing in school did not exist until recently, as students once advanced at their own pace in one-room schoolhouses. The notion of "dropping out" is also modern since staying in school until age 17 has become the norm. The graduation rates have evolved over time, especially from 1900-1990, with a significant increase in high school diplomas issued after WWII. Despite the common belief that everyone should graduate, earlier viewpoints questioned the necessity of educating all students, with concerns about teachers trying to educate beyond students' abilities. Research found little difference in intelligence between dropouts and graduates in earlier years, but as more individuals graduated, those who dropped out tended to have lower IQs. Over time, studies confirmed that the gap in IQ between those who graduated and those who did not continues to exist, highlighting the correlation between intelligence and educational achievement.
White High School Dropout in the Nlsy
A significant difference exists between high school dropout rates among white students based on their cognitive abilities, measured by IQ. Most white students in the top IQ quartile graduate high school, while 39 percent in the bottom quartile do not complete their education. The relationship between IQ and educational attainment suggests that high dropout rates among low-IQ students can be understood in this context. However, it is notable that over 60 percent of white youths with IQs below 90 still managed to graduate, particularly highlighting that nearly half of those with IQs of 75 or lower achieved a diploma.
There is a distinction between what constitutes a "high school education." Graduates typically include those who earned their diplomas or passed a General Educational Development (GED) test. Research indicates that GED holders tend to have poorer job outcomes compared to traditional graduates, which implies that GEDs should not be grouped together with regular high school graduates because of differences in experiences and behaviors.
The dropout phenomenon can be divided into two categories: permanent dropouts and temporary dropouts (who later obtain a GED). The data reveals that socioeconomic status (SES) plays a crucial role in predicting whether students will complete high school or become temporary dropouts, often linked to their parental influence. Students from higher SES backgrounds are more likely to receive diplomas, while those from lower backgrounds are more inclined to pursue GEDs.
Overall, the patterns indicate that IQ is a stronger predictor of permanent dropout status than SES, with students of low cognitive ability and poor socioeconomic backgrounds at a higher risk of dropping out. This highlights a need to further explore the relationship between socioeconomic factors and educational outcomes. Moving forward, it is important to differentiate between regular high school graduates and GED holders in analysis and discussions about education.
The Comparative Role of Iq and Family Background in Getting a College Degree
The study examines how IQ and family background influence the likelihood of obtaining a college degree. It shows a consistent pattern where higher IQ scores correlate with higher educational achievements. For instance, students with average socioeconomic status (SES) but high IQ scores have a better chance of earning a degree compared to those with wealthy parents but low IQ. The data suggests that while family background matters, it's not the most crucial factor for achieving a college degree. Only a small percentage of students who are both intelligent and disadvantaged in background exist, indicating that educational barriers for talented youths are not widespread. Similarly, privileged kids with low IQs rarely graduate.
Summing Up
Dropping out of high school is rare among white youths and mostly happens to those with lower cognitive abilities. Many students who drop out but have above-average intelligence often go back to earn a GED. Socioeconomic status is connected to dropping out; kids from lower-class families are more likely to get a GED than those from middle or upper-class families. When it comes to going to college, both intelligence and socioeconomic background matter, but having high intelligence can help students overcome socioeconomic challenges.
In the past, leaving school before finishing high school was not seen as a failure, but rather as a normal transition, with less than half of 18-year-olds graduating as late as 1940. However, after World War II, earning a high school diploma became standard, and not having one is now viewed as a significant social disadvantage. Although many high school dropouts come from low-income families, the connection between socioeconomic status and dropping out is complicated. Most students with high IQs complete high school regardless of their family's wealth, while those with lower IQs are more affected by being poor. Today, intelligence significantly influences graduation rates and future college attendance.
Historically, the idea of failing in school did not exist until recently, as students once advanced at their own pace in one-room schoolhouses. The notion of "dropping out" is also modern since staying in school until age 17 has become the norm. The graduation rates have evolved over time, especially from 1900-1990, with a significant increase in high school diplomas issued after WWII. Despite the common belief that everyone should graduate, earlier viewpoints questioned the necessity of educating all students, with concerns about teachers trying to educate beyond students' abilities. Research found little difference in intelligence between dropouts and graduates in earlier years, but as more individuals graduated, those who dropped out tended to have lower IQs. Over time, studies confirmed that the gap in IQ between those who graduated and those who did not continues to exist, highlighting the correlation between intelligence and educational achievement.
White High School Dropout in the Nlsy
A significant difference exists between high school dropout rates among white students based on their cognitive abilities, measured by IQ. Most white students in the top IQ quartile graduate high school, while 39 percent in the bottom quartile do not complete their education. The relationship between IQ and educational attainment suggests that high dropout rates among low-IQ students can be understood in this context. However, it is notable that over 60 percent of white youths with IQs below 90 still managed to graduate, particularly highlighting that nearly half of those with IQs of 75 or lower achieved a diploma.
There is a distinction between what constitutes a "high school education." Graduates typically include those who earned their diplomas or passed a General Educational Development (GED) test. Research indicates that GED holders tend to have poorer job outcomes compared to traditional graduates, which implies that GEDs should not be grouped together with regular high school graduates because of differences in experiences and behaviors.
The dropout phenomenon can be divided into two categories: permanent dropouts and temporary dropouts (who later obtain a GED). The data reveals that socioeconomic status (SES) plays a crucial role in predicting whether students will complete high school or become temporary dropouts, often linked to their parental influence. Students from higher SES backgrounds are more likely to receive diplomas, while those from lower backgrounds are more inclined to pursue GEDs.
Overall, the patterns indicate that IQ is a stronger predictor of permanent dropout status than SES, with students of low cognitive ability and poor socioeconomic backgrounds at a higher risk of dropping out. This highlights a need to further explore the relationship between socioeconomic factors and educational outcomes. Moving forward, it is important to differentiate between regular high school graduates and GED holders in analysis and discussions about education.
The Comparative Role of Iq and Family Background in Getting a College Degree
The study examines how IQ and family background influence the likelihood of obtaining a college degree. It shows a consistent pattern where higher IQ scores correlate with higher educational achievements. For instance, students with average socioeconomic status (SES) but high IQ scores have a better chance of earning a degree compared to those with wealthy parents but low IQ. The data suggests that while family background matters, it's not the most crucial factor for achieving a college degree. Only a small percentage of students who are both intelligent and disadvantaged in background exist, indicating that educational barriers for talented youths are not widespread. Similarly, privileged kids with low IQs rarely graduate.
Summing Up
Dropping out of high school is rare among white youths and mostly happens to those with lower cognitive abilities. Many students who drop out but have above-average intelligence often go back to earn a GED. Socioeconomic status is connected to dropping out; kids from lower-class families are more likely to get a GED than those from middle or upper-class families. When it comes to going to college, both intelligence and socioeconomic background matter, but having high intelligence can help students overcome socioeconomic challenges.