Wealth and Economic Mobility

Reviews studies of how wealth shapes intergenerational mobility through education, neighborhood choice, and occupational choice. Examines the roles of intergenerational assets transfers, credit constraints, and home ownership in children's mobility

Education and Economic Mobility

Surveys the literature on how education affects intergenerational mobility. Discusses the impacts of parents' education, financial resources, GED and job training programs, K-12 quality improvements, and early childhood education and intervention

Keynote: Demographic Change: Challenges and Opportunities for Private Colleges

This presentation depicts the demographic changes taking place locally and nationally that impact private college enrollment. The presenter provides recommendations on how to improve enrollment and retention strategies based on these changes

Economic Interpretations of Intergenerational Correlations

Economic theory offers interpretations of intergenerational correlations that are different from the theories of other disciplines, and have important policy implications. Our paper presents a subset of those theories, and shows how they are consistent with observed mobility patterns as they vary across countries, demographic groups, and economic status measure. The data may suggest that the economic approach overemphasizes credit constraints, although more work is needed to further develop some of the alternative economic models. We also show how, in the models, 'progressive' policy may reduce mobility depending on how the policy is administered and how mobility is measured.

The Potential for Teaching Quantitative Reasoning across the Curriculum: Empirical Evidence

Educational theorists have argued that effective instruction in quantitative reasoning (QR) should extend across the curriculum. While a noble goal, it is not immediately evident that this is even possible. To assess the feasibility of this approach to QR instruction, I examine papers written by undergraduates for submission to a sophomore writing portfolio. I distinguish papers in which QR is central to the main thrust of the argument (“centrally relevant”) from those in which QR would strengthen the argument by providing context, enriching description, or presenting background (“peripherally relevant”). I find extensive potential for QR instruction across the curriculum. In 25% of papers QR was centrally relevant and in another roughly 20% QR was peripherally so. Of papers for which QR is centrally (peripherally) relevant, around 50% (95%) were written outside natural science courses. Moreover, 30% of papers written in arts, literature, and humanities courses were QR relevant

Integrating Quantitative Reasoning Initiatives with Writing Programs: A Strategy for Effective Program Development

As an inherently interdisciplinary endeavor, quantitative reasoning (QR) risks falling through the cracks between the traditional “silos” of higher education. This article describes one strategy for developing a truly cross-campus QR initiative: leverage the existing structures of campus writing programs by placing QR in the context of argument. We first describe the integration of Carleton College’s Quantitative Inquiry, Reasoning, and Knowledge initiative with the Writing Program. Based on our experience, we argue that such an approach leads to four benefits: it reflects important aspects of QR often overlooked by other approaches; it defuses the commonly raised objection that QR is merely remedial math; it sidesteps challenges of institutional culture (idiosyncratic campus history, ownership, and inertia); and it improves writing instruction. We then explore the implications of our approach for QR graduation standards. Our experience suggests that once we engaged faculty from across the curriculum in our work, it would have been difficult to adopt a narrowly defined requirement of skills-based courses. The article concludes by providing resources for those who would like to implement this approach at the course and institutional level

What Are You Reading? An Analysis of 100,000 \u3cem\u3eNumeracy\u3c/em\u3e Article Downloads

This editorial celebrates the first 100,000 downloads of items published in Numeracy. An analysis of item titles suggests readers prefer titles referencing numeracy over quantitative literacy and those dealing with mathematics and finance. As we look toward the next 100,000 downloads we aspire to greater diversity in readership that diminishes disciplinary differences

Editorial Board Changes at \u3cem\u3eNumeracy\u3c/em\u3e

As our co-founding editors, H. L. Vacher and Dorothy I. Wallace, transition into new roles in the numeracy movement, the journal is pleased to announce new editorial leadership

Review of \u3cem\u3eA Framework for Sustainable Thinking\u3c/em\u3e: Is QL for Citizenship Even Possible?

Van Antwerp and Heun\u27s A Framework for Sustainability Thinking offers an extensive collection of data related to sustainability with an emphasis on energy. Intended for a primary audience of undergraduate students, the authors set the data in the context of the IPARX identity which notes that impacts (I) are the product of population (P), affluence (A), resource intensity of economic activity (R), and impact of the resources (X). In addition to being a useful text for seminars focused on sustainability and energy use, the book provides a context for contemplating the roles of expertise vs. general quantitative literacy when addressing major questions of citizenship