Schooling in capitalist America revisited

Recent research has entirely vindicated the authors' once-controversial estimates of high levels of intergenerational persistence of economic status, the unimportance of the heritability of IQ in this process, and the fact that the contribution of schooling to cognitive development plays little part in explaining why those with more schooling have higher earnings. Additional research has supported the authors' hypotheses concerning the role of personality traits, rather than skills, per se, as determinants of labor market success. Recent contributions to the study of cultural evolution allow the authors to be considerably more specific about how behaviors are learned in school.