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| 100 |
1 |
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|a Olneck, Michael R.
|0 http://id.loc.gov/authorities/names/n79087927
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| 245 |
1 |
4 |
|a The Economic Effects of Cognitive and Educational Differences Among Low-Ability and Blue-Collar Origin Men :
|b A Comparative Analysis /
|c Michael R. Olneck.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1976.
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| 300 |
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|a 75 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
|b h
|2 rdamedia
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| 338 |
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|a microfiche
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| 500 |
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|a Sponsoring Agency: Office of the Assistant Secretary for Education (DHEW), Washington, DC.
|5 ericd
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| 500 |
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|a Contract Number: 300-76-0025.
|5 ericd
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| 500 |
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|a ERIC Note: For a related document see UD 017 981.
|5 ericd
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| 520 |
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|a This study used five data sets to investigate the effects of measured cognitive skills on educational attainment, and the effects of cognitive skills and educational attainment on occupational status and earning among men with low test scores, as compared to men with high test scores, and among men with blue-collar fathers, as compared to men with white-collar fathers. Three of the five data sets were not available for the 1972 study by Christopher Jencks. None of the analytical approaches detected evidence that ability differences have larger effects in educational attainment among men with low scores than among men with high scores, nor among men with blue-collar as opposed to white-collar fathers. The tendency in the evidence is to suggest the opposite. Furthermore, with respect to the effects of measured ability on occupational status the evidence suggests that if there are differential effects of ability, they favor those with higher scores rather than those with lower scores. The findings suggest, at best, that the effects of test scores and schooling are similar for men regardless of initial standing, and at worst, that larger benefits accrue to men who are already advantaged. The results of this study provide little support for those who view compensatory education as a potent instrument for extending economic opportunity to the disadvantaged. (Author/AM)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
|
| 500 |
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|a Microform.
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| 650 |
0 |
7 |
|a Academic Ability.
|2 ericd
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| 650 |
0 |
7 |
|a Blue Collar Occupations.
|2 ericd
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| 650 |
1 |
7 |
|a Cognitive Measurement.
|2 ericd
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| 650 |
1 |
7 |
|a Comparative Analysis.
|2 ericd
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1 |
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|a Disadvantaged.
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|a Economic Factors.
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|a Educational Background.
|2 ericd
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| 650 |
1 |
7 |
|a Income.
|2 ericd
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| 650 |
0 |
7 |
|a Low Ability Students.
|2 ericd
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| 650 |
1 |
7 |
|a Low Income Groups.
|2 ericd
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| 650 |
0 |
7 |
|a Males.
|2 ericd
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| 650 |
0 |
7 |
|a Social Background.
|2 ericd
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| 650 |
0 |
7 |
|a Social Differences.
|2 ericd
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| 650 |
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2 |
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|a Stanford Research Inst., Menlo Park, CA. Educational Policy Research Center.
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|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
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