The premise of this study is that long term salary attainment for post secondary school graduates is explained partly by academic preparation and partly by matching. While educational status and general academic ability are key predictors of salary attainment, we argue that job congruence-the matching of talents to task-are also important. Both factors are directly related to the career and to the educational attainment of students as they enter post secondary education, and have significant policy implications for ensuring their earnings potential.
This study seeks to combine a widely held view of how earnings are related to education and job tenure with the notion that earnings are also associated with the quality of an individual’s job preferences. Specifically, we use the empirical model presented in Mincer (1974) as a benchmark in order to explain the variation in earnings. This specification has been widely utilized in the economic literature (Weisbrod and Karpoff, 1968; Ashenfelter and Mooney, 1968; Hansen, Weisbrod and Scanlon, 1970; Paglin and Rufolo, 1990; Blackburn and Neumark, 1992; Grogger and Eide, 1995; Card, 1998). The Mincer model provides a benchmark which enables us to isolate the effects of academic achievement, as measured by ACT scores, as well as the effect of job congruence.