Dr. Berg's study, based on extensive data, challenges some conventional assumptions about the relationship between education and jobs--many workers are overeducated for their jobs; salaries are not necessarily closely related to education; many teachers and social workers earn less than plumbers and professional athletes; an employee's productivity does not vary systematically with his years of formal education; the rate of turnover is positively associated with high education. Among workers in lower-skilled jobs, dissatisfaction increases as educational levels rise. Better educated employees are often rated as less productive. The practice of basing teachers' salaries on credits they earn toward higher degrees actually encourages teachers not to teach since those who feel overtrained tend to seek administrative positions or better-paying jobs in industry. In the armed forces high-school graduates are not uniformly and markedly superior to nongraduates and training on the job is more important than educational credentials. Dr. Berg asserts that it is fundamentally subversive of education and democratic values not to see that, in relation to jobs, education has its limits. The crucial employment issue is the overall level of employment and the demand for labor in a less than full employment economy. (NL)