The Quality vs. the Quantity of Schooling: What Drives Economic Growth?

This paper challenges Hanushek and Woessmann’s [2008] contention that the quality and not the quantity of schooling determines a nation’s rate of economic growth. I first show that their statistical analysis is flawed. I then show that when a nation’s average test scores and average schooling attain...

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Autores:
Breton, Theodore R.
Tipo de recurso:
Fecha de publicación:
2011
Institución:
Universidad EAFIT
Repositorio:
Repositorio EAFIT
Idioma:
eng
OAI Identifier:
oai:repository.eafit.edu.co:10784/2438
Acceso en línea:
http://hdl.handle.net/10784/2438
Palabra clave:
Cognitive Skills
Human Capital
Education
Schooling
Economic Growth
Rights
License
Acceso abierto
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spelling Medellín de: Lat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degrees Long: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees2014-05-30T21:38:04Z2011-01-192014-05-30T21:38:04Zhttp://hdl.handle.net/10784/2438F43I21O11O15This paper challenges Hanushek and Woessmann’s [2008] contention that the quality and not the quantity of schooling determines a nation’s rate of economic growth. I first show that their statistical analysis is flawed. I then show that when a nation’s average test scores and average schooling attainment are included in a national income model, both measures explain income differences, but schooling attainment has greater statistical significance. The high correlation between a nation’s average schooling attainment, cumulative investment in schooling, and average tests scores indicates that average schooling attainment implicitly measures the quality as well as the quantity of schooling.engUniversidad EAFITEscuela de Economía y FinanzasThe Quality vs. the Quantity of Schooling: What Drives Economic Growth?workingPaperinfo:eu-repo/semantics/workingPaperDocumento de trabajo de investigacióndrafthttp://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_8042Acceso abiertohttp://purl.org/coar/access_right/c_abf2Cognitive SkillsHuman CapitalEducationSchoolingEconomic Growthted.breton@gmail.comBreton, Theodore R.ORIGINAL2011_22_Theodore_Breton.pdf2011_22_Theodore_Breton.pdfapplication/pdf642705https://repository.eafit.edu.co/bitstreams/fd7c0642-b828-4838-8438-b57114c315b1/download408d32d6236fd4a9ce7b99913a4ddc91MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81145https://repository.eafit.edu.co/bitstreams/d5ca86cd-8bcd-463d-b93f-d44c1cddf47b/downloada4a15015cc3b57a4390e89906678ba6eMD5210784/2438oai:repository.eafit.edu.co:10784/24382024-03-05 14:06:25.666open.accesshttps://repository.eafit.edu.coRepositorio Institucional Universidad EAFITrepositorio@eafit.edu.co
dc.title.eng.fl_str_mv The Quality vs. the Quantity of Schooling: What Drives Economic Growth?
title The Quality vs. the Quantity of Schooling: What Drives Economic Growth?
spellingShingle The Quality vs. the Quantity of Schooling: What Drives Economic Growth?
Cognitive Skills
Human Capital
Education
Schooling
Economic Growth
title_short The Quality vs. the Quantity of Schooling: What Drives Economic Growth?
title_full The Quality vs. the Quantity of Schooling: What Drives Economic Growth?
title_fullStr The Quality vs. the Quantity of Schooling: What Drives Economic Growth?
title_full_unstemmed The Quality vs. the Quantity of Schooling: What Drives Economic Growth?
title_sort The Quality vs. the Quantity of Schooling: What Drives Economic Growth?
dc.creator.fl_str_mv Breton, Theodore R.
dc.contributor.eafitauthor.none.fl_str_mv ted.breton@gmail.com
dc.contributor.author.none.fl_str_mv Breton, Theodore R.
dc.subject.keyword.eng.fl_str_mv Cognitive Skills
Human Capital
Education
Schooling
Economic Growth
topic Cognitive Skills
Human Capital
Education
Schooling
Economic Growth
description This paper challenges Hanushek and Woessmann’s [2008] contention that the quality and not the quantity of schooling determines a nation’s rate of economic growth. I first show that their statistical analysis is flawed. I then show that when a nation’s average test scores and average schooling attainment are included in a national income model, both measures explain income differences, but schooling attainment has greater statistical significance. The high correlation between a nation’s average schooling attainment, cumulative investment in schooling, and average tests scores indicates that average schooling attainment implicitly measures the quality as well as the quantity of schooling.
publishDate 2011
dc.date.issued.none.fl_str_mv 2011-01-19
dc.date.available.none.fl_str_mv 2014-05-30T21:38:04Z
dc.date.accessioned.none.fl_str_mv 2014-05-30T21:38:04Z
dc.type.eng.fl_str_mv workingPaper
info:eu-repo/semantics/workingPaper
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_b1a7d7d4d402bcce
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_8042
dc.type.local.spa.fl_str_mv Documento de trabajo de investigación
dc.type.hasVersion.eng.fl_str_mv draft
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10784/2438
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url http://hdl.handle.net/10784/2438
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dc.language.iso.eng.fl_str_mv eng
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dc.coverage.spatial.eng.fl_str_mv Medellín de: Lat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degrees Long: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees
dc.publisher.spa.fl_str_mv Universidad EAFIT
dc.publisher.department.spa.fl_str_mv Escuela de Economía y Finanzas
institution Universidad EAFIT
bitstream.url.fl_str_mv https://repository.eafit.edu.co/bitstreams/fd7c0642-b828-4838-8438-b57114c315b1/download
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repository.name.fl_str_mv Repositorio Institucional Universidad EAFIT
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