Mare’s model of education transitions: Reflections on a powerful continuing resource for understanding

Abstract

Robert Mare introduced the education transitions model in his 1977 dissertation, and new analyses using the method are published every year. In order to grasp the importance of Mare’s contribution, it is necessary to first set the context that forged a need for his approach. Key to that context are the methods analysts used prior to Mare’s intervention. A summary of foundational aspects of the model, as well as insights from considering the model from three different vantage points, follows. Most notably, the comparisons made possible in the approach, some of which were not possible before, are highlighted. The model is then considered from three different perspectives. Still, the model is no panacea–challenges that have emerged concerning the Mare model are then noted. Yet, for each challenge there are feasible responses. Thus, analysts have continued the tradition, elaborating and extending the approach while producing substantive understanding and theoretical insights unavailable without access to the model. Thus, nearly half a century after Mare’s dissertation was filed, it is still bearing fruit. We are left with a powerful, continuing resource for understanding how social background and other determinants of interest are implicated in producing educational attainment–the Mare framework.