2014-05-302011-01-19https://hdl.handle.net/10784/2438This 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.application/pdfenginfo:eu-repo/semantics/workingPaperinfo:eu-repo/semantics/openAccessCognitive SkillsHuman CapitalEducationSchoolingEconomic GrowthAcceso abierto2014-05-30F43I21O11O15Breton, Theodore R.reponame:Repositorio Institucional Universidad EAFITinstname:Universidad EAFITrepourl:https://repository.eafit.edu.co