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ATTAINMENT AS A CONSTRAINT ON ECONOMIC GROWTH AND SOCIAL PROGRESS

Yolanda Kodrzycki has produced an insightful and informative overview carefully documenting recent trends in U.S. educational attainment, examining differences in educational outcomes by demographic groups, and exploring the implications of these patterns for economic growth and inequality. She shows that the overall educational attainment of the U.S. adult population (measured by years of schooling or by high school and college degrees) increased substantially from 1970 to 2000, but the rate of progress has been rather slow since the mid-1970s for successive cohorts of new labor market entrants. This pattern (along with other demographic trends such as the aging of the workforce) suggests slower growth in the educational attainment of the U.S. labor force in future decades. Kodrzycki also documents the persistence of substantial differences in completed schooling by race and ethnicity with little narrowing of the large white–black and white–Hispanic gaps in college-completion rates for younger cohorts over the past 25 years. Furthermore, large racial and ethnic gaps in wages and in a measure of academic achievement (as proxied by average literacy proficiency scores) are apparent for adult U.S. workers, even when conditional on the level of completed schooling. Additionally, substantial racial and ethnic differences in academic achievement (as measured by standardized reading test scores) and differences in access to computers remain for current cohorts of U.S. students. She interprets these group differences in earnings and academic achievement within completed schooling groups as reflecting differences in schooling quality and returns to education by race and ethnicity. She