Schooling, educational achievement, and the Latin American growth puzzle

By Eric A. Hanushek, Ludger Wößmann. 2012

288 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fba39c39cc1f4fa25ab43256529e08831423f755

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Citations in the corpus

Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations (2014, background): “Regions like Latin America fare much worse than their income levels would predict (Ganimian & Rocha, 2011; Hanushek & Woessmann, 2012; Levy & Schady, 2013).”
Economic growth in developing countries: The role of human capital (2013, background): “The table presents simple models of long run growth (g) over the period 1960-2000 for the set of 50 countries with required data on growth, school attainment, and achievement (see Hanushek and Woessmann (2012a)).”
Returns to Skills Around the World: Evidence from PIAAC (2014, methodology): “Note also that, for expositional simplicity, we simply use common but imprecise language interpreting the earnings impact of additional years of schooling as the return to schooling; see Heckman et al. (2006). 2 See, for example, Bishop (1989), Murnane et al. (1995), Neal and Johnson (1996), Mulliga”
A story of large landowners and math skills: Inequality and human capital formation in long-run development, 1820–2000 (2014, background): “Hanushek and Woessmann (2012a) constructed this variable from test scores in mathematics and science for 77 countries between 1964 and 2003.”
Caught in the Middle? The Economics of Middle-Income Traps (2017, unknown): “Poor quality of human capital is also one of the key issues for Malaysia (see Hill et al. (2012) and Flaaen et al.”
Does Institutional Quality Foster Economic Complexity? (2019, unknown): “1 Hartmann et al. (2017) note that calculating the sophistication of the productive structure at broad categories (e.”
Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation (2012, unknown): “…as an instrument for the cognitive skill measure and controls for the Catholic share in 1970 in both stages of the IV model to ensure that results are not driven by effects of religious affiliation per se on cognitive skills and on economic growth (see Hanushek and Woessmann (2012) for details).”