The Declining Relative Importance of Ability in Predicting Educational Attainment
By F. Galindo-Rueda, A. Vignoles. The Journal of human resources, 2005
123 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/a72b1ddcaa3ecb060806620510f9f85a6b38354f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- L. Macmillan
- Joanne Blanden
- G. Heineck
- R. Riphahn
- Paul Gregg
- I. Schoon
- Michael Bernard Coelli
- A. Vignoles
In Sociology and Political Science
- L. Macmillan
- Paul Gregg
- Joanne Blanden
- G. Heineck
- R. Riphahn
- I. Schoon
- J. Goldthorpe
- Michael Bernard Coelli
Citations in the corpus
- Intergenerational Transmission of Educational Attainment in Germany – The Last Five Decades (2007, background): “However, Galindo-Rueda and Vignoles (2005) show that while the relevance of parental background for educational attainment increased that of cognitive ability declined, and educational attainment increased far more for those with low ability and high income background than for those with high…”
- Accounting for Intergenerational Income Persistence: Noncognitive Skills, Ability and Education (2006, methodology): “This replicates the results of Galindo-Rueda and Vignoles (2005) who find that ability has declined in its importance in determining children’s outcomes.”
- A Transgenerational Model of Status Attainment: the Potential Mediating Role of School Motivation and Education (2008, background): “…on analysis of the 1958 and 1970 British Birth Cohorts, it has been argued by some that the UK has to a large extent become a meritocratic society (Bond and Saunders, 1999; Saunders, 1997, 2002), while others disagree (Breen and Goldthorpe, 1999, 2001, 2002; Galindo-Rueda and Vignoles, 2002, 2005).”