How much do educational outcomes matter in OECD countries?
By: Eric A. Hanushek, Ludger Woessmann
Contributors: Woessmann, Ludger; National Bureau of Economic Research
Series: NBER working paper series -- working paper 16515; Working paper series (National Bureau of Economic Research : Online) -- working paper no. 16515.
Publisher: National Bureau of Economic Research
Published: 2010
Place of publication: Cambridge, MA
Language: eng
Format: [electronic resource] /
Description: "Existing growth research provides little explanation for the very large differences in long-run growth performance across OECD countries.  We show that cognitive skills can account for growth differences within the OECD, whereas a range of economic institutions and quantitative measures of tertiary education cannot.  Under the growth model estimates and plausible projection parameters, school improvements falling within currently observed performance levels yield very large gains.  The present value of OECD aggregate gains through 2090 could be as much as $275 trillion, or 13.8 percent of the discounted value of future GDP.  Extensive sensitivity analyses indicate that, while differences between model frameworks and alternative parameter choices make a difference, the economic impact of improved educational outcomes remains enormous.  Interestingly, the quantitative difference between an endogenous and neoclassical model framework - with improved skills affecting the long-run growth rate versus just the steady-state income level - matters less than academic discussions suggest.  We close by discussing evidence on which education policy reforms may be able to bring about the simulated improvements in educational outcomes"--National Bureau of Economic Research web site.
Notes: Title from PDF file as viewed on 3/22/2011.

Includes bibliographical references.

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