Abstract
Duncan's model of status attainment in the U.S. is used as a point of comparison for analyzing the process of educational attainment, using several American and English data sets. The overall amount of father-to-son mobility is very similar in the two countries, and so are the relative contributions of social origin and ability to the son's attainment. Although the two educational systems differ greatly, their division of pupils into academic and non-academic segments reflects almost identically the effects of social origin and ability. These findings are interpreted in relation to Lipset's analysis of the two countries' value systems and Turner's contrast between sponsored and contest mobility patterns. To a great degree, the two countries appear to use quite different mechanisms to bring about the same outcomes.
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