Can't resist. I went to Cambridge in 1969 from a (more or less) State school in Scotland (direct grant in Edinburgh at that stage). I was 'Dux' in Physics and the school projected me towards Cambridge - the school always managed a small Cambridge contingent each year. I had Scottish 'Highers' (which got counted as 'A' levels at matriculation.
I did the Entrance exams for Natural Sciences but these were not good. However they thought my 'Maths for Natural Sciences' paper was pretty good, and I think my English paper also impressed. This was, I believe, the very first year in which Cambridge would accept a second 'modern language' in place of Latin. The interviewing Tutor (Trinity, where HRH was already resident) seemed to be interested more in breadth and general interest in life than academic ability. I was accepted to do maths, got a 3rd in my first year, floundered early in my second year (real Maths doesn't actually use ordinary numbers, I discovered) and failed that but was able to progress to a third year having been helped by a perceptive Supervisor into Part II (General) Civil Engineering.
On graduation, the 'prestige' civil engineering firms were not enthusiastic so my bread and butter became the sewage wing of the water industry where I thrived, and probably earned more in the early years than bridge designers (too clever for me) or dam builders (too snooty in those days).
The maths and mathematical thinking I HAD acquired often made me the 'one-eyed man in the land of the blind', and if I ever needed help, I had met at uni some men (and women) who really could do the job for me if necessary.
Academically I'd probably have done much better at some other uni but I wouldn't have given up the Cambridge atmosphere for anything. It has given me a partial insight into how the 'Establishment' works.
Off the theme slightly - we could not afford to send our children to private school though we did briefly consider (Christian) Faith schools. We decided to leave them in the State system (Commonweal School then Sixth Form College in Swindon) which - I suppose - was a partial blessing to the staff there because our family seems to have a natural inherited 'brightness' and it gave the teachers more of a 'critical mass' of top students to nurture.
Also, managing to provide them a life-long two-parent reasonably balanced family life may have eased some of the stresses which can distract many youngsters today.
Two of our sons went to Cambridge. Both have changed courses (do you really know what you want to do when you get to uni - or even as you leave?). One is now doing well as a Head of Department in a (sorry !) Grammar school, and the other is now being encouraged to realise his full potential by University and College staff who have also helped him 'pastorally' as needs arose.
I suppose my main point is - if they've got the ability, they'll get to Oxbridge, and it is good to have 'elite' establishments which set and work to the highest standards. But privilege carries responsibility, which in our personal case then consists of trying to put back into society at least as much as it has given us.
Secondary education needs to give 'breadth'. That has given me resilience and flexibility to cope with and even enjoy life's buffetings and opportunities.
Income? Well I 'retired early' because no-one really seemed to want the services of a Risk Analyst (which is where I ended up) beyond the age of 55.
I'm now collecting 'pin money' as a practical risk manager/instructor (AKA DSA Driving Instructor) and still enjoying myself.
When we get to 65 our joint income will hopefully rise to about the national average income for the remainder of our (still productive) lives. We'll never be bored - because we were 'educated' not just trained.
Happy New Year (when it comes!)