2015-11-0620110272-7757http://hdl.handle.net/10784/7556This 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.engrestrictedAccessCopyright © 2011 Elsevier Ltd. All rights reserved.articleinfo:eu-repo/semantics/restrictedAccessCognitive skillsHuman capitalEducationSchoolingEconomic growthAcceso restringido2015-11-06Breton, Theodore R.10.1016/j.econedurev.2011.01.005