Social Background and School Continuation Decisions
利用1973年美国白种男性数据，发现父母社会经济地位对学业过渡的影响随教育阶段升高而减弱，其中收入对升学的影响从小学到大学下降超50%。
Abstract Logistic response models of the effects of parental socioeconomic characteristics and family structure on the probability of making selected school transitions for white American males are estimated by maximum likelihood using the 1973 Occupational Changes in a Generation Survey data. As a consequence of differential attrition patterns, parental socioeconomic effects decline sharply from the earliest school transitions to the latest. Estimated effects of parental income on grade progression decline by more than 50 percent between elementary school and college.