ERIC Number: ED143854
Record Type: RIE
Publication Date: 1977-Apr
The Effects of Family Background, Test Scores, Personality Traits and Education on Economic Success.
Jencks, Christopher; Rainwater, Lee
Ten surveys of American men aged 25-64 were analyzed to determine the effects of family background, adolescent personality traits, cognitive test scores, and years of schooling on occupational status and earnings in maturity. Some of the findings follow: Data on brothers indicated that prior research has underestimated the effect of family background on earnings. Adolescent test scores indicated that cognitive skills have a substantial effect on occupational status and earnings independent of background. Data on adolescent behavior indicated that personality traits may exert as much impact on economic success as cognitive skills. Controlling background and adolescent test scores indicated that less than half the observed association between years of schooling and earnings is causal. (The last third of this report covers the study's methodology. It examines the measures used regarding economic success, family background, test scores and years of schooling; describes the statistical methods; and pinpoints the reasons for differences between the nine principal samples. An appendix describing the samples used in this study is available as a separate document.) (EM)
Descriptors: Academic Achievement, Cognitive Tests, Demography, Economic Status, Educational Experience, Employment Level, Family Characteristics, Income, Individual Characteristics, Males, National Surveys, Occupations, Personality, Personality Measures, Personality Traits, Racial Differences, Research Methodology, Social Indicators, Social Science Research, Socioeconomic Status, Statistical Analysis, Test Results
National Technical Information Service, Springfield, Virginia 22151
Publication Type: Reports - Research
Education Level: 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 012 476. Several charts and pages may not reproduce well due to faint type