Abstract
Many sociological and economic studies assume that the variable, Highest Grade Completed in School, is by itself an adequate measure of people's education for the purpose of explaining their occupational achievement. Use of Highest Grade Completed as the sole measure of education has at least two major shortcomings. It assumes people have (1) learned the same amount of (2) the same thing in an academic year. Supplementary education indicators are identified and tested to see if they have a substantial impact on occupational prestige or earnings. Background social statuses and Highest Grade Completed are controlled for in this test. Only measures of subject matter studied in high school or college have a statistically significant relationship with occupational achievement net of Highest Grade Completed and social background variables. Highest Grade Completed is quite adequate in measuring the impact of education on occupational achievement without help from the measures of subject matter studied.
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