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Categorizing race and ethnicity for twenty-first-century statistics and economics.The increasing racial and ethnic diversity of the US population raises the question of whether the race and ethnicity categories and definitions used by federal statistical agencies to create demographic statistics on which government officials, business decision-makers, and private citizens rely fully reflect the changing population. Official definitions of existing race and ethnic groups do not always command wide agreement, and over time, some definitions that were once widely accepted may become less so based on political, legal, and social factors. Comparable measures of race and ethnicity over time are needed to accurately track historical changes in economic and social outcomes, as well as racial and ethnic segregation. This volume explores the production of economic statistics that accurately depict the complex racial and ethnic diversity of the US population in the twenty-first century. The chapters examine the consequences for economic analyses of different measurement choices concerning race and ethnicity, assess the likely implications of the 2024 changes in federal race and ethnicity measurement standards, introduce new data sets with richer demographic information, and compare measures of race and ethnicity in administrative versus survey data. They also apply existing data in creative ways to develop alternative characterizations of the changing US workforce and to illuminate important policy questions related to criminal justice, immigration, labor market discrimination, the social safety net, health care, and child welfare.
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An incisive history of American education—its great success in creating prosperity and equality during the twentieth century and its relative decline since the 1970s. “As Goldin and Katz have argued, the 20th century was the American century in large part because it was the human-capital century. Education—knowledge—can help people live better by allowing them to learn from past errors and make new discoveries.” —David Leonhardt, New York TimesThis book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the nineteenth century.The book argues that technological change, education, and inequality have been involved in a kind of race. During the first eight decades of the twentieth century, the increase of educated workers was higher than the demand for them. This had the effect of boosting income for most people and lowering inequality. However, the reverse has been true since about 1980. This educational slowdown was accompanied by rising inequality. The authors discuss the complex reasons for this, and what might be done to ameliorate it.