The present study, based on recent data and methods that control for estimated measurement error structures, finds that social background plays a similar role for Whites and Blacks in determining educational attainment. (Author/LMO)

Using data from the National Longitudinal Study of the High School Class of 1972 (NLS), this study shows that almost half the NLS respondents teaching in 1979 did not report teaching plans in high school, whereas three-fourths of those planning to teach were not teaching in 1979. (Author/BW)

Path analysis was used to test the T into model of college dropouts using a sample drawn from the National Longitudinal Study of the High School Class of 1972. Findings support the notion that commitment to the goal of college completion has the strongest effect on persistence. (Author/GK)

Data are reviewed from the US National Longitudinal Study of Educational Effects. Results from aggregate analysis are quite similar to those reported by others. When individual variation is explored, however, the effects of family configuration become relatively trivial, and the confluence theory appears untenable. (Author/MH)

Data from the National Longitudinal Study of the High School Class of 1972 showed that factors influencing female entry into male-dominated higher education programs included academic ability, more high school courses in mathematics and science, and work-oriented attitudes, but not family influence. (MH)