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The well-known Wisconsin model of achievement posits that the influence of socioeconomic origins on educational, occupational and economic attainment is largelv mediated bY acsademic performance, social influences and aspirations in secondary schooling. The model has been widely replicated, elaborated and criticized. The present analysis asks how powerful this model might be in accounting for social influences, aspirations and attainments when measurement error has been taken into account. There are two indicators of most theoretical construc ts in the model, and manv of these were ascertained from independent sources or as many as 20 Years apart. The model identifies selected response error c orrelations between variables ascertained on the same occasion, from the same person or using the same method. The model also permits retrospective reports of social influences and aspirations to be c ontaminated by intervening events. In our revised estimates, we find empirical support for earlier spec ificsations of the Wisconsin model. We alsofind that the revised model is more powerful in explaining the process of educational and occupational attainment.
Hauser et al. (Sat,) studied this question.