dc.creator | Breton, Theodore R. | |
dc.date.accessioned | 2012-03-08 | |
dc.date.accessioned | 2013-03-07T20:35:25Z | |
dc.date.accessioned | 2019-04-30T15:12:51Z | |
dc.date.available | 2012-03-08 | |
dc.date.available | 2013-03-07T20:35:25Z | |
dc.date.available | 2019-04-30T15:12:51Z | |
dc.date.created | 2012-03-08 | |
dc.date.created | 2013-03-07T20:35:25Z | |
dc.date.issued | 2012-09-24 | |
dc.identifier | http://hdl.handle.net/10784/541 | |
dc.identifier | F43, I21, O11, O15 | |
dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/2516161 | |
dc.description.abstract | Students’ test scores at ages 9 to 15 are a measure of their skills as workers five to 55 years later. Using historic data on test scores and school attendance, I calculate the share of workers in 2005 that could have scored above 400 and above 600 in 45 countries. I find that the share above 400 and average schooling attainment cause national income, while the share above 600 and the share with post-secondary schooling do not. Implicitly the best long-term development strategy for poor countries is to increase the share of students who complete primary and secondary schooling. | |
dc.language | eng | |
dc.rights | openAccess | |
dc.rights | Libre acceso | |
dc.rights | info:eu-repo/semantics/openAccess | |
dc.title | The role of cognitive skills in economic development revisited. | |
dc.type | Documentos de trabajo | |
dc.type | Documentos de trabajo | |