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The Wisconsin Model of Status Attainment: A National Replication with Improved Measures of Ability and Aspiration

Christopher Jencks, James Crouse and Peter Mueser
Sociology of Education
Vol. 56, No. 1 (Jan., 1983), pp. 3-19
DOI: 10.2307/2112300
Stable URL: http://www.jstor.org/stable/2112300
Page Count: 17
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The Wisconsin Model of Status Attainment: A National Replication with Improved Measures of Ability and Aspiration
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Abstract

A 1972 follow-up of eleventh graders surveyed by Project Talent in 1960 yields results broadly similar to those reported by Sewell and Hauser for their Wisconsin follow-up and by Alexander, Eckland and Griffin for their EEO follow-up, suggesting that neither the geographic and educational restrictions of the Wisconsin survey nor the low response rate of the EEO systematically biases their conclusions. The Talent data also provide more detailed information on teenagers' cognitive skills and educational aspirations than the Wisconsin and EEO surveys. The Talent data show that (1) conventional academic "aptitude" tests predict later success less accurately than academic "achievement" tests administered at the same time, (2) detailed measures of educational plans beyond high school predict later behavior more accurately than questions that merely ask high school students whether they plan to attend college and (3) measures of how much money high school students hope or expect to earn have a very weak relationship to actual earnings.

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