Analysis of ‘Country Socioeconomic Status Scores: 1880-2010’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/sdorius/globses on 14 February 2022.

--- Dataset description provided by original source is as follows ---

This dataset contains estimates of the socioeconomic status (SES) position of each of 149 countries covering the period 1880-2010. Measures of SES, which are in decades, allow for a 130 year time-series analysis of the changing position of countries in the global status hierarchy. SES scores are the average of each country’s income and education ranking and are reported as percentile rankings ranging from 1-99. As such, they can be interpreted similarly to other percentile rankings, such has high school standardized test scores. If country A has an SES score of 55, for example, it indicates that 55 percent of the world’s people live in a country with a lower average income and education ranking than country A. ISO alpha and numeric country codes are included to allow users to merge these data with other variables, such as those found in the World Bank’s World Development Indicators Database and the United Nations Common Database.

See here for a working example of how the data might be used to better understand how the world came to look the way it does, at least in terms of status position of countries.

VARIABLE DESCRIPTIONS: UNID: ISO numeric country code (used by the United Nations) WBID: ISO alpha country code (used by the World Bank) SES: Socioeconomic status score (percentile) based on GDP per capita and educational attainment (n=174) country: Short country name year: Survey year SES: Socioeconomic status score (1-99) for each of 174 countries gdppc: GDP per capita: Single time-series (imputed) yrseduc: Completed years of education in the adult (15+) population popshare: Total population shares

DATA SOURCES: The dataset was compiled by Shawn Dorius (sdorius@iastate.edu) from a large number of data sources, listed below. GDP per Capita: 1. Maddison, Angus. 2004. 'The World Economy: Historical Statistics'. Organization for Economic Co-operation and Development: Paris. Maddison population data in 000s; GDP & GDP per capita data in (1990 Geary-Khamis dollars, PPPs of currencies and average prices of commodities). Maddison data collected from: http://www.ggdc.net/MADDISON/Historical_Statistics/horizontal-file_02-2010.xls. 2. World Development Indicators Database Years of Education 1. Morrisson and Murtin.2009. 'The Century of Education'. Journal of Human Capital(3)1:1-42. Data downloaded from http://www.fabricemurtin.com/ 2. Cohen, Daniel & Marcelo Cohen. 2007. 'Growth and human capital: Good data, good results' Journal of economic growth 12(1):51-76. Data downloaded from http://soto.iae-csic.org/Data.htm 3. Barro, Robert and Jong-Wha Lee, 2013, "A New Data Set of Educational Attainment in the World, 1950-2010." Journal of Development Economics, vol 104, pp.184-198. Data downloaded from http://www.barrolee.com/ Total Population 1. Maddison, Angus. 2004. 'The World Economy: Historical Statistics'. Organization for Economic Co-operation and Development: Paris. 13.
2. United Nations Population Division. 2009.

--- Original source retains full ownership of the source dataset ---

The dataset contains a summary of government spending on healthcare, presented as a share of a country's GDP in selected years. Data are presented for the years 1880–2020, in 10-year intervals (i.e. in 1880, 1890, 1900, …, 2010, 2020). The aim of the summary was to present changes in the approach of governments of selected countries in Europe (including Poland), the USA, China andIndia over the 140 years studied.

This dataset contains estimates of the socioeconomic status (SES) position of each of 149 countries covering the period 1880-2010. Measures of SES, which are in decades, allow for a 130 year time-series analysis of the changing position of countries in the global status hierarchy. SES scores are the average of each country’s income and education ranking and are reported as percentile rankings ranging from 1-99. As such, they can be interpreted similarly to other percentile rankings, such has high school standardized test scores. If country A has an SES score of 55, for example, it indicates that 55 percent of the countries in this dataset have a lower average income and education ranking than country A. ISO alpha and numeric country codes are included to allow users to merge these data with other variables, such as those found in the World Bank’s World Development Indicators Database and the United Nations Common Database.

See here for a working example of how the data might be used to better understand how the world came to look the way it does, at least in terms of status position of countries.

VARIABLE DESCRIPTIONS:

unid: ISO numeric country code (used by the United Nations)

wbid: ISO alpha country code (used by the World Bank)

SES: Country socioeconomic status score (percentile) based on GDP per capita and educational attainment (n=174)

country: Short country name

year: Survey year

gdppc: GDP per capita: Single time-series (imputed)

yrseduc: Completed years of education in the adult (15+) population

region5: Five category regional coding schema

regionUN: United Nations regional coding schema

DATA SOURCES:

The dataset was compiled by Shawn Dorius (sdorius@iastate.edu) from a large number of data sources, listed below. GDP per Capita:

1. Maddison, Angus. 2004. 'The World Economy: Historical Statistics'. Organization for Economic Co-operation and Development: Paris. GDP & GDP per capita data in (1990 Geary-Khamis dollars, PPPs of currencies and average prices of commodities). Maddison data collected from: http://www.ggdc.net/MADDISON/Historical_Statistics/horizontal-file_02-2010.xls.

2. World Development Indicators Database Years of Education 1. Morrisson and Murtin.2009. 'The Century of Education'. Journal of Human Capital(3)1:1-42. Data downloaded from http://www.fabricemurtin.com/ 2. Cohen, Daniel & Marcelo Cohen. 2007. 'Growth and human capital: Good data, good results' Journal of economic growth 12(1):51-76. Data downloaded from http://soto.iae-csic.org/Data.htm

3. Barro, Robert and Jong-Wha Lee, 2013, "A New Data Set of Educational Attainment in the World, 1950-2010." Journal of Development Economics, vol 104, pp.184-198. Data downloaded from http://www.barrolee.com/

4. Maddison, Angus. 2004. 'The World Economy: Historical Statistics'. Organization for Economic Co-operation and Development: Paris. 13.

5. United Nations Population Division. 2009.

In the past four centuries, the population of the United States has grown from a recorded 350 people around the Jamestown colony of Virginia in 1610, to an estimated 331 million people in 2020. The pre-colonization populations of the indigenous peoples of the Americas have proven difficult for historians to estimate, as their numbers decreased rapidly following the introduction of European diseases (namely smallpox, plague and influenza). Native Americans were also omitted from most censuses conducted before the twentieth century, therefore the actual population of what we now know as the United States would have been much higher than the official census data from before 1800, but it is unclear by how much. Population growth in the colonies throughout the eighteenth century has primarily been attributed to migration from the British Isles and the Transatlantic slave trade; however it is also difficult to assert the ethnic-makeup of the population in these years as accurate migration records were not kept until after the 1820s, at which point the importation of slaves had also been illegalized. Nineteenth century In the year 1800, it is estimated that the population across the present-day United States was around six million people, with the population in the 16 admitted states numbering at 5.3 million. Migration to the United States began to happen on a large scale in the mid-nineteenth century, with the first major waves coming from Ireland, Britain and Germany. In some aspects, this wave of mass migration balanced out the demographic impacts of the American Civil War, which was the deadliest war in U.S. history with approximately 620 thousand fatalities between 1861 and 1865. The civil war also resulted in the emancipation of around four million slaves across the south; many of whose ancestors would take part in the Great Northern Migration in the early 1900s, which saw around six million black Americans migrate away from the south in one of the largest demographic shifts in U.S. history. By the end of the nineteenth century, improvements in transport technology and increasing economic opportunities saw migration to the United States increase further, particularly from southern and Eastern Europe, and in the first decade of the 1900s the number of migrants to the U.S. exceeded one million people in some years. Twentieth and twenty-first century The U.S. population has grown steadily throughout the past 120 years, reaching one hundred million in the 1910s, two hundred million in the 1960s, and three hundred million in 2007. In the past century, the U.S. established itself as a global superpower, with the world's largest economy (by nominal GDP) and most powerful military. Involvement in foreign wars has resulted in over 620,000 further U.S. fatalities since the Civil War, and migration fell drastically during the World Wars and Great Depression; however the population continuously grew in these years as the total fertility rate remained above two births per woman, and life expectancy increased (except during the Spanish Flu pandemic of 1918).

Since the Second World War, Latin America has replaced Europe as the most common point of origin for migrants, with Hispanic populations growing rapidly across the south and border states. Because of this, the proportion of non-Hispanic whites, which has been the most dominant ethnicity in the U.S. since records began, has dropped more rapidly in recent decades. Ethnic minorities also have a much higher birth rate than non-Hispanic whites, further contributing to this decline, and the share of non-Hispanic whites is expected to fall below fifty percent of the U.S. population by the mid-2000s. In 2020, the United States has the third-largest population in the world (after China and India), and the population is expected to reach four hundred million in the 2050s.

During the 19th century, the United States generally had a negative trade balance, importing more than it exported, particularly from the British Empire. This changed at the turn of the 20th century, and the U.S. consistently had a positive trade balance between 1896 and 1970. The greatest periods of fluctuation came during the world wars, as well as an observable decline following the Wall Street Crash of 1929.

While inflation rates increased the total value of imports and exports over time, the rate of growth did increase significantly from 1900 onwards. The early 20th century saw the U.S. move away from its traditional isolationist policies (apart from a brief period during the great Depression) and emerge as a global superpower. Following the Second World War, the U.S. used its economic power to maintain its influence across the globe, as it sought to suppress the expansion of communism.