Since the publication of the Coleman report in the US, it has been widely accepted that the evidence that schools are marginal in the grand scheme of academic achievement is conclusive. Despite this, educational policy across the world remains focused almost exclusively on schools. and Richard Arum, this book contributes to a debate that has implications across the board in social sciences and policy-making. It should be useful to students and academics within sociology, economics and education and should also find a place on the bookshelves of education policy-makers.