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Robert M. Hauser "Economic and Social Inequalities of Schooling: Distribution, Transitions, and Timing" This is a study of the changing distribution of schooling in the United States. It will focus on the relationships between changing inequalities of social and economic origin and key educational outcomes: the overall distribution of completed schooling, key transitions in the schooling process, and the differential pace at which students pass through the educational system. The first study is a review of intercohort changes in the overall distribution of completed schooling by race-ethnicity and gender. The second study will describe the changing economic and social origins of successive cohorts. These trends are related to, but different from, trends in economic and social status and inequality among adults or among households, because of differentials in rates and timing of childbearing among potential parents. The third set of studies is a series of analyses of key educational transitions—grade progression, high school dropout, high school completion, and college entry—in relation to economic and social origins. To the extent economic and social origin variables have stable effects on educational transitions, then changes in the levels and inequalities of educational outcomes can be explained by the changing distributions of social origins—including changing inequalities in those origins. A final set of studies will investigate changes in the effects of economic and social origins on educational transitions. "As We Age: The Wisconsin Longitudinal Study" This is a study of the life-course of some 10,000 Wisconsin high school graduates of 1957, which is now entering its 45th year -- with a new follow-up planned to begin late in 2002. While the study covers a wide array of activities and outcomes -- schooling, work, family, social participation, health and morbidity -- one major focus, even as it becomes a full-fledged study of aging -- continues to be the long-term influence of education. |