Who Gets Ahead? The Determinants of Economic Success in America.

Elesh, David; Jencks, Christopher; Bartlett, Susan; Corcoran, Mary; Crouse, James; Eaglesfield, David; Jackson, Grégory; McCelland, Kent; Mueser, Peter R.; Olneck, Michael R.; Schwartz, Joseph; Ward, Sherry L.; Williams, Jill M.

doi:10.2307/2577997

Cited by 54 publications

(7 citation statements)

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“…For the white sample, social class was weakly related to ability but not to other variables; for the Mexican-American and black samples, it was unrelated to any of the other variables. Though this latter outcome is consistent with other work on minority samples (e.g., Fortes & Wilson, 1976), the findings for whites stand in contrast to other work, which typically has found strong relations between social class and other variables in the achievement and attainment processes (e.g., Jencks et al, 1979;Maruyama et al, 1981). Whether this is typical of other sectors of southern California and/or other areas of high geographic mobility remains unknown.…”

Section: Concluding Discussionsupporting

confidence: 87%

The relation between popularity and achievement: A longitudinal test of the lateral transmission of value hypothesis.

Maruyama¹,

Miller²,

Holtz³

1986

Journal of Personality and Social Psychology

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Data from a longitudinal study of school desegregation were used to examine the relation between normative social influence processes and academic achievement in order to test theoretical models of how school desegregation produces benefit. Subjects were white, Mexican-American, and black elementary school children who were measured once prior to and twice after desegregation of their schools. For all groups, analyses using structural equation techniques showed that, contrary to the lateral transmission of values hypothesis, which views social influence processes as shaping academic achievement, "causal influence" did not flow from social acceptance to academic achievement; instead, achievement appeared to affect subsequent social acceptance.

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Section: Concluding Discussionsupporting

confidence: 87%

The relation between popularity and achievement: A longitudinal test of the lateral transmission of value hypothesis.

Maruyama¹,

Miller²,

Holtz³

1986

Journal of Personality and Social Psychology

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“…Previous research has demonstrated the relation between student characteristics and student outcomes such as academic achievement. There is little disagreement over the existence of a positive association between family background and student achievement (Jencks et al, 1979). For example, the relationship between test scores and family SES characteristics is well replicated in the social sciences (Neff, 1938;White, 1982;White, Reynolds, Thomas, & Gitzlaff, 1993).…”

Section: Student Background and Achievementmentioning

confidence: 99%

Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92

Konstantopoulos¹

2006

Teachers College Record: The Voice of Scholarship in Education

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The impact of schools on student achievement has been of great interest for the last four decades. This study examines trends of school effects on student achievement employing three national probability samples of high school seniors: NLS:72, HSB:82, and NELS:92. Hierarchical linear models are used to investigate school effects. The findings reveal that the substantial proportion of the variation in student achievement lies within schools not between schools. There is also considerable between school variation in achievement, which becomes larger over time. Schools are more diverse and more segregated in the 1990s than in the 1970s. In addition, school characteristics such as school region, school SES, and certain characteristics of the student body of the school, such as students' daily attendance, students in college preparatory classes, and high school graduates enrolled in colleges are important predictors of average student achievement. The school predictors explained consistently more than 50% of the variation in average student achievement across surveys. We also find considerable teacher heterogeneity in achievement within schools, which suggests important teacher effects on student achievement. Teacher heterogeneity in student achievement was larger than school heterogeneity, which may indicate that teacher effects have a relatively larger impact on mathematics and science student achievement than school effects.

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“…Both and Jencks et al (1979) posited that cognitive skill, achieved via K-12 and higher-level schooling, and measured by standardized tests, is central to occupational attainment. They also believed that "forms of consciousness, interpersonal behavior, and personality" (Bowles and Gintis 1976, p. 9) as well as traits such as "ambition, good attitudes, high aspirations, and good judgment" (Jencks et al 1979, p. 122), over and above cognitive skill, help determine labor market success.…”

Section: Cognitive and Noncognitive Skillsmentioning

confidence: 99%

“…How does the psychologists' measurement of personality characteristics, as employed in research on noncognitive skills by sociologists (e.g. Jencks et al 1979) and economists (e.g. Almlund et al 2011;Heckman, Jagelka and Kautz 2019), relate to the recent work by economists (e.g.…”

Section: Noncognitive Skills Deferred Gratification and Risk-takingmentioning

confidence: 99%

A Research Agenda for Skills and Inequality

2023

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Who Gets Ahead? The Determinants of Economic Success in America.

Cited by 54 publications

References 0 publications

The relation between popularity and achievement: A longitudinal test of the lateral transmission of value hypothesis.

The relation between popularity and achievement: A longitudinal test of the lateral transmission of value hypothesis.

Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92

A Research Agenda for Skills and Inequality

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