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ERIC Number: ED143850
Record Type: RIE
Publication Date: 1977-Apr
Pages: 944
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effects of Family Background, Test Scores, Personality Traits and Schooling on Economic Success. Volume III. Supplementary Appendices.
Jencks, Christopher; And Others
This volume contains eleven appendixes, varying from 5 to 165 pages, which describe the sample used in the analysis of ten surveys of American men aged 25-64 to determine the effects of family background, adolescent personality traits, cognitive test scores, and earnings in maturity. The appendixes are (1) 1970 Census 1/1000 Sample; (2) 1962 Survey of Occupational Changes in a Generation; (3) 1966 Productive Americans Survey; (4) 1967-74 Panel Study of Income Dynamics; (5) 1973 NORC Amalgam Survey; (6) 1966 National Longitudinal Survey of Older Men; (7) 1964 Veterans Survey; (8) 1960-1972 Project Talent Longitudinal Survey; (9) 1974 Kalamazoo Brothers Survey; (10) Census Data on Education and Income: 1940-1970; and (11) Project Talent Sibling Sample. Each of the first nine appendixes describes the data collection procedures and restrictions imposed on the sample; describes the survey questions and the variables; discusses the frequencies, means, and standard deviations of these variables; compares these distributions to those in other sample; describes bivariate distributions of key variables; and presents multiple regression equations predicting test scores, education, and economic success. The tenth appendix describes the variables; populations; treatment of missing data; and the distributions and cross tabulations of the variables for three comparison samples. The last appendix briefly covers sample restrictions, means, and standard deviations; and correlations among variables. The eleven appendixes contain 176 tables showing statistical relationships. (EM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; Employment and Training Administration (DOL), Washington, DC.
Authoring Institution: Center for the Study of Public Policy, Cambridge, MA.
Note: For a related document see CE 012 481. Not available in hard copy due to marginal legibility of the original document