A r c h i v e d  I n f o r m a t i o n

Overview - End Notes

2 A. Stewart. Head Start: A Fact Sheet. Washington, D.C.: Congressional Research Service, 1993.

3 S. Bredekamp, ed. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children, 1987; and D. Phillips, ed. Quality in Child Care: What Does Research Tell Us? Washington, D.C.: National Association for the Education of Young Children, 1987.

4 Black students were more likely than white students in 1991 to have been enrolled in a day care center and not to have been attending nursery school, 21 versus 13 percent.

5 Organization for Economic Co-operation and Development, Center for Educational Research and Innovation. Education at a Glance. Paris: 1995, table PO2(B).

6 U.S. Department of Education, National Center for Education Statistics. Public School Kindergarten Teacher's Views on Children's Readiness for School (NCES 93-410). Washington, D.C.: 1993.

7 Samuel S. Peng, Deeann Wright, and Susan T. Hill. Understanding Racial-Ethnic Differences in Secondary School Science and Mathematics Achievement (NCES 95-710). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: February 1995.

8 U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 1992; and U.S. Department of Education, Office of Civil Rights, Elementary and Secondary School Civil Rights Survey, 1968.

9 U.S. Department of Education, National Center for Education Statistics. Dropout Rates in the United States: 1993. Washington, D.C.: 1994, table 20.

10 Ibid., table 19.

11 Dropout Rates in the United States: 1993, figure 4.

12 Hispanics in the 8th-grade class of 1988 were almost twice as likely as their white counterparts to drop out between 8th and 10th grade: 9.6 and 5.2 percent, respectively. See Dropout Rates in the United States: 1993, table 18.

13 Mary Frase. Are Hispanic Dropout Rates Related to Migration? U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: 1994, table 1.

14 Ibid.

15 U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 1994. Washington, D.C.: 1994, table 141.

16 The panel's recommendation of 0.5 units in computer science is not included in this description; however, it is included in supplemental tables 25-1 and 25-2.

17 U.S. Department of Education, National Center for Education Statistics. America's High School Sophomores: A Ten-Year Comparison. Washington, D.C.: 1994, table 6.1.

18 In 1991, a higher percentage of boys than girls in first grade were age 7 or older (24 versus 18 percent). See Indicator 3 in The Condition of Education 1993.

19 Digest of Education Statistics, 1994, table 174.

20 Digest of Education Statistics, 1994, table 234. For first- professional degrees by type of program, see tables 249, 263, and 264.

21 Digest of Education Statistics, 1994, tables 268-285.

22 Digest of Education Statistics, 1994, table 170.

23 Digest of Education Statistics, 1994, table 170.

24 The Condition of Education 1992, tables 54-2 and 54-3, and Fall Staff in Postsecondary Institutions, 1991.

25 Digest of Education Statistics, 1994, tables 216 and 196.

26 Digest of Education Statistics, 1994, table 82, or The Condition of Education 1992, Indicator 53.

27 Digest of Education Statistics, 1994, table 216.

28 The Condition of Education 1994, table 57-1.

29 This phenomenon is widely known in the economics profession as "Baumol's disease." See Baumol, William J. "Macroeconomics of Unbalanced Growth: The Anatomy of Urban Crisis," American Economic Review, 57 (June 1967) and Baumol, W. J. and W. G. Bowen, Performing Arts: The Economic Dilemma, 1967. The "disease" is the inevitable rise as the economy grows and incomes rise in the cost of some goods or services which meet three criteria: 1) slower productivity growth than in the rest of the economy, 2) increasing (relative) demand as incomes grow, and 3) lack of good alternatives to the good or service. (Higher education may be in this category, but there are plausible arguments for why it may not be, also.) If these three criteria hold for higher education, then over time its cost is likely to increase without a commensurate increase in quality or quantity.

30 Ralph M. Bradburn, Duncan P. Mann, Michael S. McPherson, and Morton Owen Shapiro. "Understanding the `Quality' Issue in U.S. Higher Education." Washington, D.C.: Pelavin Associates, Inc. (prepared for Office of Planning, Budget, and Evaluation, U.S. Department of Education), October 1991.

31 Most analysis of the rate of return to education by economists builds on this fact. See, for example, Jacob Mincer. Schooling, Experience, and Earnings. National Bureau for Economic Research, 1974.

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