Research conducted by Goldthorpe(1996) agrees with the findings of Connor et al. goldthorpe states that the differences between social class and educational attainment have changed very little since the beginning of the 1900’s. It is suggested that children from lower class families have remained more likely to leave the education system once they have finished their compulsory education than their more financially advantaged peers. This could be due to the fact that parents with a higher economic status appear in general to place a higher value on education than the parents of children from the lower classes. It has been suggested that the lower classes place more value on vocational and on the job training rather than higher education.There has been research such as that by bowles and gintis (1976) that suggests that education is a form of ‘cultural reproduction’. They argue that the dominant or higher classes use their power to ensure ‘social structural reproduction’. Therefore, it is suggested that social control is maintained by the educational system by exploiting class inequality. In practise schools would not legally be allowed to consciously discriminate against children from lower social classes. However, there may be unconscious discrimination. For example, children are praised and given incentives such as certificates for excelling in the classroom. Yet the children more likely to excel are those from more advantaged families who are able to afford the extra resources such as outings and books. Following on from this, Goodwin and le grand(1987) suggest that those families in greatest need are not the target of educational subsidies. They argue that state support for education generally only helps the more financially advantaged families maintain their ability to enter higher education.