Details the findings of a three-year study undertaken at the Center for Educational Policy Research on inequality in schooling in America and its relation to economic success
This was an eye opening book. Jencks convincingly argued that it doesn't matter how much money you pour into schools. What happens at home determines the educational success of every kid. I don't know if I still believe that theory. I came from a home where education was important but not really valued. My father dropped out in the eighth grade and my mother emigrated at age 15 with little English and little formal education. She received no more when she came here. But she was smart. She couldn't help me with homework but she made it clear that how I did in school was important. And she provided a secure and middle-class home, with my father's help, at least until I turned 13, when he left.
Reading this book was a saddening and sobering experience. For a brief period in the late 60s/early 70s social stratification researchers were really onto something. They used (for their time) sophisticated methods (path and mediation analysis), had really impressive datasets (like the Wisconsin longitudinal study) and a sensible theoretical foundation (the functionalist tradition). Heck, they even took notice of the growing evidence from behavioral genetics. It is all there and to be honest, it is difficult to name anything that we have learned about the nature of inequality that we did not already know 50 years ago. If the field had followed this tradition and RC28 made it the cornerstone of their international comparative agenda, social stratification research would look much different.