The Enduring Effects of Education on Verbal Skills on JSTOR

Sociology of Education

Description: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development.SOE publishes research that examines how social institutions and individuals' experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle. The journal presents a balance of papers examining all stages and all types of education at the individual, institutional, and organizational levels.

Coverage: 1963-2015 (Vol. 37, No. 1 - Vol. 88, No. 4)

Moving Wall: 2 years (What is the moving wall?)

The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.

Terms Related to the Moving Wall: Fixed walls: Journals with no new volumes being added to the archive.; Absorbed: Journals that are combined with another title.; Complete: Journals that are no longer published or that have been combined with another title.

ISSN: 00380407

EISSN: 19398573

Subjects: Education, Sociology, Social Sciences

Collections: Arts & Sciences I Collection, JSTOR Essential Collection

Abstract

While there is abundant evidence to indicate that students make significant gains in verbal skills within school, surprisingly little is known about cognitive outcomes once individuals are separated from educational institutions. This paper develops a working causal model of the enduring effects of education which extends and elaborates Hyman, Wright and Reed's (1975) analysis. Unlike previous studies, the model developed here includes the estimated effects of intelligence measures. The data necessarily consist of a correlation matrix combined from several difference sources, primarily cross-sectional, which confound age with cohort differences. The results indicate that previous studies have seriously overestimated the enduring effects of education.

The Enduring Effects of Education on Verbal Skills

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Abstract