<p><em>'I think that this is an interesting and provocative book that will contribute to the wide debate about the extent, the sources and the mechanisms of reproduction of social inequalities. In my view, its main virtue is to show the increasing importance of cognitive ability in affecting relevant individual educational and occupational outcomes. Moreover, it correctly highlights that the estimates of socio-economic background differentials in traditional studies – which do not account for cognitive abilities – may be overestimated.'</em> - <b>Moris Triventi, European University Institute, <em>Sociologica</em>, January 2016</b> </p><p><em>'This book is recommended to students and professionals in sociology and more widely in economics, education and psychology. This text provides a real opportunity for researchers to question their theoretical beliefs and their perspectives in the interpretation of research evidence. This book has the capacity to challenge our thinking on the nature and mechanisms of social inequality.'</em> <b>– Roxanne Connelly, University of Edinburgh, UK</b></p><p><em>'Marks makes a strong case for the dominant and increasingly dominant role of achievement in the allocation process. This argument does not mean that this trend will inexorably continue, that ascription does not condition chances for achievement, or that there are no persisting and significant inequities. Gender? Race? Yet to those who deny the relatively large impact of achievement and the "decline of the social," the gauntlet is down.’</em> <strong>– Paul W. Kingston, American Journal of Sociology, USA</strong></p><p>‘This book is a truly comprehensive addition to contemporary sociological opinion. As well as deepening considerations regarding the complex relationship of social background, cognitive ability and improved outcomes, Marks’ purposeful narration guides the reader through the thorny complexity of several other key sociological debates, including the role of quantitative and qualitative research, explanatory and non-explanatory theory and political ideology in research.’ <strong>– Claire Forbes, LSE Book Review, UK</strong></p><p><em>"</em><em>For students, particularly those studying for higher degrees, this book is an invaluable source of data extracted from numerous empirical studies and will support the study of a number of educational themes. By negotiating their way through the data presented in the book readers will be rewarded with ample opportunities to broaden their understanding and challenge their thinking in this important aspect of social inequality."</em> – <strong>Clare Bright, Newman University</strong></p>