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The most successful and influential Americans come from a surprisingly narrow range of ‘elite’ educational backgrounds

Author

Listed:
  • Jonathan Wai

    (University of Arkansas)

  • Stephen M. Anderson

    (Penn State University)

  • Kaja Perina

    (Psychology Today Magazine)

  • Frank C. Worrell

    (University of California)

  • Christopher F. Chabris

    (Geisinger Research Institute)

Abstract

The highest-achieving figures in politics, business, academia, and the media dominate public discourse and wield great influence in society. Education—perhaps especially at “elite” colleges and universities—may lie at the heart of the divide between the general public and these top achievers. In this paper, we build a new data set for the American “elite” and systematically examine the link between selective schools and outstanding achievements. In Study 1, across 30 different achievement groups totaling 26,198 people, we document patterns of attendance at a set of 34 “Elite” 34 schools, the 8 Ivy League schools, and Harvard University in particular. In Study 2, we surveyed 1810 laypeople to estimate how well they are aware of the key empirical facts from Study 1. We found that exceptional achievement is surprisingly strongly associated with “elite” education, especially obtaining a degree from Harvard, and the general public tends to underestimate the size of this effect. Attending one of just 34 institutions of higher education out of the roughly 4000 in the U.S. appears to be a critical and surprising factor separating extraordinary achievers from others in their fields.

Suggested Citation

  • Jonathan Wai & Stephen M. Anderson & Kaja Perina & Frank C. Worrell & Christopher F. Chabris, 2024. "The most successful and influential Americans come from a surprisingly narrow range of ‘elite’ educational backgrounds," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03547-8
    DOI: 10.1057/s41599-024-03547-8
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    References listed on IDEAS

    as
    1. Alex Bell & Raj Chetty & Xavier Jaravel & Neviana Petkova & John Van Reenen, 2019. "Who Becomes an Inventor in America? The Importance of Exposure to Innovation," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 134(2), pages 647-713.
    2. Caroline Hoxby & Christopher Avery, 2013. "The Missing "One-Offs": The Hidden Supply of High-Achieving, Low-Income Students," Brookings Papers on Economic Activity, Economic Studies Program, The Brookings Institution, vol. 44(1 (Spring), pages 1-65.
    3. Stacy Berg Dale & Alan B. Krueger, 2002. "Estimating the Payoff to Attending a More Selective College: An Application of Selection on Observables and Unobservables," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 117(4), pages 1491-1527.
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    5. Heisig, Jan Paul & Elbers, Benjamin & Solga, Heike, 2020. "Cross-national differences in social background effects on educational attainment and achievement: absolute vs. relative inequalities and the role of education systems," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 50(2), pages 165-184.
    6. Hacker, Andrew, 1961. "The Elected and the Anointed: Two American Elites," American Political Science Review, Cambridge University Press, vol. 55(3), pages 539-549, September.
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