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Means, medians and SD for available socio‐economic status (SES) black‐white differences are here substituted for those of IQ in a between‐groups model published by the author over a decade ago. The goodness of fit of the SES variables used is compared with that for the earlier IQ data. Even when SES variables are relatively successful this can be viewed as additional evidence of the importance of IQ differences to black‐white differences in delinquency.

Results from international large-scale assessments, such as PISA surveys, suggest that boys do better in math and science, whereas girls do better in reading. How do gender gaps vary across subjects, when estimated simultaneously? Building on the work of Tsai, Smith, and Hauser (2017), we answer this question by applying a multilevel-MIMIC model that enables us to estimate gender gaps in two ways: gender differences in the effects of observed family and school factors on math, science, and reading scores; and the “adjusted” gender gaps in test scores across all three subjects after controlling for observables. We apply the model to 2012 PISA data of students aged 15–16 and enrolled in 9th or 10th grade in three East Asian (Japan, South Korea, and Taiwan) and three Western countries (USA, Germany, and the Czech Republic) that represent both similar and different types of school systems. Our findings indicate that the gender gap in math or science achievement in Western countries, favoring boys, does not necessarily apply to the East Asian countries examined here, while all three East Asian countries exhibit similar features of gender reading gaps in the 10th grade. There is evidence indicating that observed background and school factors impact boys’ and girls’ achievement in a similar way in USA, Japan, Korea, Taiwan, and the Czech Republic, but not in Germany. Overall, gender differences in family and school influences do not account for gender differences in academic achievement in any of the six countries.

While the literature available shows that indicators of educational success are the most proximate influences deciding occupational class at the beginning of workers' careers, there are still many unsettled issues as to exactly why education is important for the reproduction of social classes. An unimportant, relatively unexplored facet of this problem is how educational criteria are used by employers, unions, professional associations and licensing boards — the decisions of these groups being essential elements in the process by which individuals are admitted to occupational classes.

In the literature on the relationship between class of origin and educational attainment, the typical conclusion is that class inequality was stable over the last century, and the attempts at egalitarian reform thus proven ineffective. The conclusion turns out to depend on the choice of statistical measure, in this case loglinear measures of association. Also linear measures of association give similar results. If instead, measures of inequality are used, the contrasting conclusion of a strong reduction in the class bias in recruitment to higher education emerges.

As the provision of higher education has increased over time, the trends in the results of these three measures differ. It is argued that it is measures of inequality that capture inequality in the allocation of higher education or bias in the allocation mechanisms. The argument in favor of using loglinear measures has been the special property of “margin insensitivity” attributed to them. It has also been suggested that they capture bias in the allocation mechanism, which may develop in a way different from the trend in the inequality of the allocation outcome. It is argued that neither claim is tenable.

Discuss in detail the uses which might legitimately be made of the following passage by the writer of a profound study of economic life and thought in France at the end of the reign of Louis XIV. In answering the question make full use of your knowledge of (a) historical criticism; (b) French economic and general history.

This paper uses a laboratory experiment to examine the effect of accountability pressure as a monitoring control tool to mitigate subordinates' propensity to create budgetary slack. The results suggest that budgetary slack is (lowest) highest when accountability pressure is (present) absent under a private information situation. The results further reveal that accountability pressure is positively associated with subordinates' perceived levels of honesty, which in turn is negatively associated with budgetary slack creation. The findings of this paper have important theoretical and practical implications for budgetary control systems design.

This paper represents a discussion of transfer pricing (TP). Key factors are identified and propositions developed from tax accounting and other perspectives. Stages of the TP decision process are identified along with the critical factors directly affecting sales and a TP audit. Propositions are derived which show relationships among these variables and tax rates, competition, and TP methodologies. Finally, academic research implications are suggested.