Quality‐Consistent Estimates of International Schooling and Skill Gradients

By Eric A. Hanushek, Lei Zhang. Journal of Human Capital, 2009

135 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/854a005eb1fd4061a6fb4d6fb716a32d9d87040d

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Citations in the corpus

Schooling, educational achievement, and the Latin American growth puzzle (2012, methodology): “Using U.S. data for a representative sample spanning the entire work life from the International Adult Literacy Survey (IALS), Hanushek and Zhang (2009) estimate a standard Mincer equation that adds the IALS test score measure of educational achievement as a regressor to the usual years of…”
The Distribution of Teacher Quality and Implications for Policy (2012, background): “…Estimates of the value of cognitive skills from Mincer earnings functions Study Earnings coefficient (f) Mulligan (1999) 0.11 Murnane et al. (2000) 0.10–0.15 Lazear (2003) 0.12 Hanushek & Zhang (2009) 0.20 Hanushek &Woessmann (2009) 0.14 Chetty et al. (2011a) 0.18 Table taken from Hanushek (2011).”
Employer Voices, Employer Demands, and Implications for Public Skills Development Policy (2014, methodology): “Using literacy scores and labor force behaviors from the International Adult Literacy Survey (IALS), Hanushek and Zhang (2009) ﬁnds that a one standard deviation increase in literacy scores increases earnings by 9.3% in a 13 country sample.”
The Economics of International Differences in Educational Achievement (2010, unknown): “Cunha, Heckman, Lochner, and Masterov (2006) and Blau and Currie (2006) for a general review of the empirical literature).”
Migration and Education (2011, unknown): “5 are based on the International Standard Classification of Education (ISCED 1997) that, in principle, is based on the educational content of the programs assessed rather than institutional idiosyncrasies, an accurate and consistent measurement of actual educational achievements across different cou”
The economic impacts of learning losses (2020, background): “Examples of the second group of studies are (Leuven, Oosterbeek and Ophem, 2004[58]), (Hanushek and Zhang, 2009[34]), (Hanushek and Woessmann, 2012[11]), (Hanushek et al., 2015[9]), and (Hanushek, Wiederhold and Woessmann, 2017[35])).”
General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle* (2011, unknown): “This assumption of comparability of age cohorts is of course identical to the normal assumption in estimatingMincerearningsfunctionsandotherapplicationsthatmakecohortcomparisonswithcross-sectionaldata;seethespecificearningsanalysisinHanushekandZhang(2009).”