Abstract
This paper examines the role of education as a determinant of labor market entrance, both independently of and in interaction with other classes of variables, in Chile during the 1970s. Three aspects of "education" are examined: (1) attainment--years of schooling completed; (2) achievement--what students have learned; and (3) quality--as measured for example by textbook availability, school facilities, teacher training, class size. Among the main findings are that (1) educational variables are more powerful predictors of occupational attainment than is family social status, and (2) educational quality variables are much more powerful predictors of occupational attainment than either educational attainment or educational achievement.
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