Educational attainment: Success to the successful
Systems archetypes are patterns of structure found in systems that are helpful in understanding some of the dynamics within them. The intent of this study was to examine educational attainment data using the success-to-the-successful archetype as a model to see if it helps to explain the inequality observed in the data. Data covering 1990 to 2009 was collected from the United States Census Bureau for the United States, as well as for the States of Georgia and Washington. Findings indicated that this archetype is useful in explaining the variation, and there are several other terms and concepts that are helpful as well as the terms / concepts: success-to-the successful, the rich get richer, Pareto’s law, Zipf’s law, and power law distributions are related and sometimes used interchangeably.
Adamic, L. A. (2002). Zipf, power-laws, and Pareto: A ranking tutorial. Palo Alto, CA: Information Dynamics Lab, HP Labs. Retrieved from http://www.hpl.hp.com
Forrester, J. W. (1971). Principles of systems. Portland, OR: Productivity Press.
Hoffman, A. J. (2012). Climate science as culture war. Stanford Social Innovation Review, 10(4). Retrieved from http://www.ssireview.org
Mitchell, M. (2009). Complexity. Oxford, NY: Oxford University Press.
Meadows, D. (2008). Thinking in systems. White River Junction, VT: Chelsea Green Publishing.
Senge, P. M. (2006). The fifth discipline: The art & practice of the learning organization (updated ed.). New York, NY: Doubleday.
Smith, G., Anthony, P., Elliott, A., Davis, K. (2009). Inclusion implemented strategically: An inspirational resource for educators, parents, and administrators. Baltimore, MD: Publish America.
United States Census Bureau. (2012). Table 233. Educational attainment by state: 1990 to 2009. Statistical Abstract of the United States: 2012 (pp. 153). Retrieved from http://www.census.gov
Yukl, G. (2010). Leadership in organizations (7th ed.). Upper Saddle River, NJ: Pearson
Copyright (c) 2013 Peter John Anthony, David Gould, Gina Smith
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with HLRC agree to the following terms:
- Authors retain copyright and publishing rights without restrictions and grant the journal right of first publication. Authors grant Laureate Education, Inc. a license to publish and distribute the work under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in HLRC.
- Authors who submit manuscripts are to declare that their submission to HLRC is not simultaneously under consideration for publication in another journal and has not been published elsewhere previously.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the HLRC's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in HLRC.
- Pre-refereeing and pre-publication: To ensure consistency in the information available to researchers and to safeguard the blind peer-review process, authors are asked to abstain from self-archiving or posting online the submitted manuscript before the review process is complete.
- Post-refereeing and post-publication: Authors are free to self-archive and distribute the peer-reviewed and editorially reviewed version of their work. As a full open access journal, there is no embargo period. Authors are encouraged to archive the published PDF version, which includes a suggested citation with all pertinent information, including a digital object identifier (DOI). If the author decides to self-archive or distribute the work in a format other than the published PDF, the author must include the assigned DOI and acknowledge the work was first published in HLRC.