The Rise of Women: The Growing Gender Gap in Education and What it Means for American Schools

Appendix A: Figures and Tables

213 appendix a: Figures and Tables figure A.1 number of master’s Degrees Conferred by Gender, 1969–1970 to 2009–2010 Source: authors’ compilation based on Snyder and dillow (2012). Male–MA Degree Female–MA Degree 1969− 1970 1974− 1975 1979− 1980 1984− 1985 1989− 1990 1994− 1995 1999− 2000 2004− 2005 2009− 2010 Year Degrees Conferred (in Thousands) 400 300 200 100 214 appendix a figure A.2 number of Doctoral and Professional Degrees Conferred by Gender, 1969–1970 to 2009–2010 Source: authors’ compilation based on Snyder and dillow (2012). Male–PhD Degree Female–PhD Degree 1969− 1970 1974− 1975 1979− 1980 1984− 1985 1989− 1990 1994− 1995 1999− 2000 2004− 2005 2009− 2010 Year Degrees Conferred (in Thousands) 80 60 40 20 0 Male–Professional Degree Female–Professional Degree figure A.3 The effect of a Bachelor’s Degree on earnings for Thirty- to Thirty-four-Year-old Whites Working full-Time/full-Year, 1960 to 2000 Source: diprete and Buchmann (2006). Note: log Y(Ba) – log Y(hS) = log earnings given Ba or more minus log earnings given high school completion. Log Y(BA)−Log Y(HS) 1.0 0.75 0.5 0.25 0.0 1960 1970 1980 1990 2000 Survey Year Female Male appendix a 215 figure A.4 female/male odds Ratio of Bachelor’s Degree Completion for Blacks Age Twenty-five to Twenty-eight, by Birth Year Source: Mcdaniel et al. (2011). Note: Values are mean and median smoothed. Female to Male Odds Ratio 2.5 2.0 1.5 1.0 0.5 1950 1960 1970 1980 Birth Year Unadjusted Prison adjusted figure A.5 Trends in male-female nAeP Reading scores, Age nine, 1971 to 2008 Source: Rampey et al. (2009). a Significantly different (p < 0.05) from 2008. Scale Score 500 240 230 220 210 200 190 180 170 160 0 1 9 7 1 1 9 7 5 1 9 8 0 1 9 8 4 1 9 8 8 1 9 9 0 1 9 9 2 1 9 9 4 1 9 9 6 1 9 9 9 2 0 0 4 2 0 0 8 Year Age 9 Original assessment format Revised assessment format Female Male Score Gap 214a 216a 220a 214a 216a 215a 215a 215a 218a 215a 221 219a 224 216 212a 216 209a 207a 207a 206a 204a 207a 207a 210a 204a 201a 13a 12a 10 7 9 11 10 7 11 6 5 8 7 216 appendix a Scale Score 500 280 270 260 250 240 230 220 210 200 0 1 9 7 1 1 9 7 5 1 9 8 0 1 9 8 4 1 9 8 8 1 9 9 0 1 9 9 2 1 9 9 4 1 9 9 6 1 9 9 9 2 0 0 4 2 0 0 8 Year Age Thirteen Original assessment format Revised assessment format Female Male Score Gap 261a 262 263 262 263 263 265 266 264 265 264 262 264 256 252a 254 254 251a 251a 254 251a 252a 253a 254 250a 250a 11 13a 13a 13a 15a 8 9 11 11 12 10 10 8 Scale Score 500 310 300 290 280 270 260 250 240 230 0 1 9 7 1 1 9 7 5 1 9 8 0 1 9 8 4 1 9 8 8 1 9 9 0 1 9 9 2 1 9 9 4 1 9 9 6 1 9 9 9 2 0 0 4 2 0 0 8 Year Age Seventeen Original assessment format Revised assessment format Female Male Score Gap 291 291 289 294 294 296a 296a 295 295a 295 292 289 291 280 276a 278 281 281 282 284a 284 286a 284a 282 280 279 12 12 7 10 8 12 11 13 15 13 14 14 11 figure A.6 Trends in male-female nAeP Reading scores, Ages Thirteen and seventeen, 1971 to 2008 Source: Rampey et al. (2009). Note: Score gaps are calculated based on differences between unrounded average scores. a Significantly different (p < 0.05) from 2008. appendix a 217 Scale Score 500 260 250 240 230 220 210 200 190 180 0 1 9 7 3 1 9 7 8 1 9 8 2 1 9 8 6 1 9 9 0 1 9 9 2 1 9 9 4 1 9 9 6 1 9 9 9 2 0 0 4 2 0 0 8 Year Age 9 Revised assessment format Original assessment format Female Male Score Gapb 240a 239a 243 242 243 222a 230a 231a 232a 233a 233a 240a 231a 229a 230a 228a 229a 222a 217a 217a 218a 220a 220a 221a −2 −3 −4 0 −1 2 2 4a 2 3 −1 −1 Extrapolated data figure A.7 Trends in male-female nAeP math scores, Age nine, 1973 to 2008 Source: Rampey et al. (2009). Notes: data for the years 1973 and 1978 are extrapolated. Top line indicates female scores for all years except for the years 1990–2004, when male scores are indicated by the top line. a Significantly different (p < 0.05) from 2008. b Rounds to zero. 218 appendix a Scale Score 500 300 290 280 270 260 250 240 230 220 0 1 9 7 3 1 9 7 8 1 9 8 2 1 9 8 6 1 9 9 0 1 9 9 2 1 9 9 4 1 9 9 6 1 9 9 9 2 0 0 4 2 0 0 8 Year Age Thirteen Revised assessment format Original assessment format Female Male Score Gapb 267a 265a 264a 265a 269a 268a 268a 270a 271a 274a 276a 276a 277a 283 279a 284 279 278 279 274a 272a 273a 272a 270a −2a −1a 1 2 2 2 3 4 3 3 1 4 Extrapolated data Scale Score 500 330 320 310 300 290 280 270 260 250 0 1 9 7 3 1 9 7 8 1 9 8 2 1 9 8 6 1 9 9 0 1 9 9 2 1 9 9 4 1 9 9 6 1 9 9 9 2 0 0 4 2 0 0 8 Year Age Seventeen Revised assessment format Original assessment format Female Male Score Gap 8 7 6 5 3 4 4 5 3 3 3 5 Extrapolated data 304a 297a 296a 299a 305a 301a 307a 309 301 306 303 309 305 304 305 310 309 310 308 305 304 307 309 303 figure A.8 Trends in male and female nAeP math scores, Ages Thirteen and seventeen Source: Rampey et al. (2009). Note: Score gaps are calculated based on differences between unrounded average scores. a Significantly different (p < 0.05) from 2008. b Rounds to zero. appendix a 219 figure A.9 Course-Taking in high school for high school seniors, 1972 to 2004 Source; authors’ compilation based on National longitudinal Study of the high School class of 1972, high School & Beyond, National educational longitudinal Study, and educational longitudinal Study (National center for education Statistics 1994, 1995, 2003, 2007). data are weighted and pertain to high school seniors who subsequently graduated from high school. data from NlS72 are from self-reports. data from hSB, NelS, and elS are from transcripts. Number of Courses 3.50 3.00 2.50 2.00 1.50 1.00 0.50 Year 1972 1982 1992 2004 Math Number of Courses 3.50 3.00 2.50 2.00 1.50 1.00 0.50 Year 1972 1982 1992 2004 Science Number of Courses 3.50 3.00 2.50 2.00 1.50 1.00 0.50 Year 1972 1982 1992 2004 Foreign Language Female Male Female Male Female Male 2.11 2.37 3.22 3.40 3.34 3.18 2.48 1.75 1.92 2.05 2.92 3.11 3.01 2.90 2.11 1.63 1.44 1.12 2.00 2.07 1.73 1.50 0.75 1.24 figure A.10 mean high school Grade Point Average by Race, 1972 to 2004 Source; authors’ compilation based on National longitudinal Study of the high School class of 1972, high School & Beyond, National educational longitudinal Study, and educational longitudinal Study (National center for education Statistics 1994, 1995, 2003, 2007). data are weighted and pertain to high school seniors who subsequently graduated from high school. data from NlS72 are from self-reports. data from hSB, NelS, and elS are from transcripts. Note: all gender differences are significant at the 0.01 level. Mean High School GPA 3.5 3.0 2.5 2.0 1.5 Year 1972 1982 1992 2004 White Female Male Mean High School GPA 3.5 3.0 2.5 2.0 1.5 Year 1972 1982 1992 2004 Black Female Male Mean High School GPA 3.5 3.0 2.5 2.0 1.5 Year 1972 1982 1992 2004 Hispanic Female Male Mean High School GPA 3.5 3.0 2.5 2.0 1.5 Year 1972 1982 1992 2004 Asian Female Male 2.59 2.69 2.91 3.10 2.84 2.70 2.39 2.27 2.75 2.87 3.02 3.23 2.91 2.79 2.64 2.38 2.29 2.14 2.62 2.50 2.00 1.91 2.29 2.33 2.29 2.24 2.70 2.75 2.46 2.48 2.05 2.04 appendix a 221 figure A.11 Percentage of All master’s and Doctoral Level Degree Recipients Who Are female, 1970–1971 to 2005–2006 Source: authors’ compilation based on Snyder and dillow (2007). 1970− 1971 1975− 1976 1980− 1981 1985− 1986 1990− 1991 1995− 1996 2000− 2001 2005− 2006 Year MD/DDS/Law Social Sciences/Humanities Life Science Engineering Business Other Health/Education Physical Science Proportion Female 0.8 0.6 0.4 0.2 0.0 222 appendix a Table A.1 Proportion Completing four-Year College, by Age, Gender, Race, and Census Year, 1940 to 2007 1940 1950 1960 age Male Female Male Female Male Female white Twenty-two % 0.0423 0.0433 0.0446 0.0685 0.0867 0.0723 N 10,125 10,339 2,980 3,166 9,016 9,106 Twenty-three % 0.0611 0.0496 0.0650 0.0820 0.1272 0.0914 N 10,036 10,178 3,014 3,184 8,797 8,868 Twenty-four % 0.0671 0.0510 0.0868 0.0690 0.1347 0.0927 N 10,058 10,208 3,054 3,216 8,756 9,098 Twenty-five % 0.0739 0.0516 0.0957 0.0597 0.1448 0.0822 N 10,091 10,218 3,135 3,384 8,975 9,336 Twenty-six % 0.0761 0.0508 0.1115 0.0602 0.1511 0.0830 N 9,739 10,155 3,068 3,389 8,505 8,842 Twenty-seven % 0.0845 0.0528 0.1052 0.0617 0.1627 0.0836 N 9,612 9,681 3,070 3,404 8,933 9,146 Twenty-eight % 0.0773 0.0535 0.1044 0.0668 0.1731 0.0819 N 9,569 9,819 3,171 3,475 8,972 9,361 Black Twenty-two % 0.0118 0.0199 0.0085 0.0261 0.0101 0.0263 N 1,136 1,344 355 421 1,186 1,259 Twenty-three % 0.0059 0.0073 0.0144 0.0344 0.0264 0.0468 N 1,079 1,296 347 407 1,098 1,219 Twenty-four % 0.0137 0.0258 0.0229 0.0270 0.0307 0.0401 N 1,092 1,292 349 408 1,106 1,322 Twenty-five % 0.0077 0.0131 0.0144 0.0245 0.0284 0.0458 N 1,179 1,340 347 449 1,089 1,288 Twenty-six % 0.0134 0.0211 0.0279 0.0230 0.0379 0.0386 N 1,022 1,304 358 434 1,057 1,217 Twenty-seven % 0.0162 0.0121 0.0108 0.0293 0.0392 0.0523 N 1,085 1,171 371 409 1,149 1,337 Twenty-eight % 0.0105 0.0165 0.0207 0.0313 0.0426 0.0470 N 1,080 1,322 384 416 1,009 1,296 Source: authors’ compilation based on ipuMS census data, 1940 to 2000 (Ruggles et al. 2010); american community Survey, 2005 to 2007 (u.S. census Bureau 2010). Note: Sample sizes for 1950 are much smaller than other years owing to the sampling frame (uses sample-line, not universal frame, and has been weighted accordingly). appendix a 223 1970 1980 1990 2000 2005–2007 Male Female Male Female Male Female Male Female Male Female 0.1451 0.1276 0.0990 0.1158 0.1160 0.1565 0.0993 0.1555 0.1188 0.2016 13,965 14,823 16,346 11,649 12,067 11,850 10,869 10,751 31,399 31,715 0.2041 0.1682 0.1741 0.1814 0.1874 0.2375 0.1914 0.2833 0.2132 0.3207 13,954 14,759 16,205 15,899 12,573 12,600 10,621 10,321 30,896 32,187 0.2106 0.1729 0.2058 0.1959 0.2192 0.2409 0.2416 0.3221 0.2571 0.3538 10.827 11,375 16,101 16,184 12,964 12,854 10,434 10,378 31,346 32,098 0.2132 0.1591 0.2237 0.2131 0.2322 0.2528 0.2714 0.3455 0.2641 0.3588 11,126 11,520 15,965 15,672 13,932 14,397 10,727 10,781 32,025 32,858 0.2208 0.1562 0.2519 0.2268 0.2458 0.2603 0.2967 0.3439 0.2838 0.3608 11,679 11,829 15,359 15,590 14,673 14,910 10,420 10,599 31,069 33,013 0.2267 0.1497 0.2632 0.2214 0.2436 0.2493 0.2912 0.3424 0.2856 0.3651 12,184 12,249 15,309 15,314 15,140 15,312 11,171 11,406 31,374 33,026 0.2253 0.1389 0.2832 0.2327 0.2555 0.2524 0.3099 0.3515 0.2936 0.3729 10,719 10,970 14,721 14,951 14,835 15,164 12,033 12,206 30,856 32,612 0.0316 0.0401 0.0373 0.0650 0.0444 0.0583 0.0440 0.0805 0.0532 0.0948 1,613 1,922 2,492 2,752 1,877 2,105 2,310 2,440 5,566 5,966 0.0523 0.0678 0.0678 0.1049 0.0610 0.0916 0.0787 0.1256 0.0913 0.1566 1,435 1,813 2,404 2,707 1,872 2,158 2,133 2,327 5,440 5,748 0.0450 0.0726 0.0772 0.0998 0.0809 0.1105 0.1114 0.1520 0.1153 0.1682 1,379 1,583 2,357 2,726 1,876 2,198 2,082 2,365 5,171 5,729 0.0483 0.0652 0.0964 0.1152 0.0856 0.1164 0.1164 0.1748 0.1235 0.1836 1,304 1,641 2,293 2,726 2,024 2,319 2,054 2,309 5,321 6,049 0.0642 0.0764 0.1024 0.1155 0.0888 0.1209 0.1272 0.1688 0.1407 0.1955 1,308 1,577 2,216 2,494 2,007 2,382 1,944 2,343 4,967 6,155 0.0630 0.0841 0.0988 0.1242 0.1034 0.1255 0.1192 0.1757 0.1453 0.1960 1,380 1,558 2,115 2,488 1,974 2,356 2,039 2,457 5,036 6,166 0.0830 0.0743 0.1223 0.1197 0.0934 0.1429 0.1319 0.1841 0.1447 0.2099 1,217 1,426 2,011 2,305 1,953 2,407 2,201 2,536 4,870 5,735 224 appendix a Table A.2 effects of Parental Characteristics and family structure on eighth-Grade Reading and math scores (standard Deviation Units) Reading Math Female 0.042*** –0.01 No biological father in house in kindergarten –0.02 –0.046*** No father/stepfather in house in kindergarten –0.008 0.016 SeS in kindergarten 0.058*** 0.056*** age in kindergarten 0.013*** 0.004 parental help with reading and math in third grade –0.011 –0.006 average hours of TV on weekdays, third and fifth grades 0.0003 –0.001 does homework 5 or more days/week in third and fifth grades –0.007 –0.003 Female* father has Ba or higher –0.039** –0.032* english as second language –0.02 –0.017 hispanic –0.023 –0.003 Black –0.096*** –0.10*** asian 0.009 0.034* constant 0.03 0.047 N 7,740 7,780 Source: authors’ compilation based on diprete and Mcdaniel (2011). Note: eclS-K sample size counts are rounded to the nearest 10. * p < .05; ** p < .01; *** p < .001. ...