Education and the Age Profile of Literacy into Adulthood

Cascio, Elizabeth; Clark, Damon; Gordon, Nora

doi:10.1257/jep.22.3.47

Cited by 22 publications

(15 citation statements)

References 37 publications

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“…Apart from the five institutions discussed so far -accountability, autonomy, competition, tracking, and pre-primary system -descriptive studies have also looked beyond school age and into less formal institutional settings of societies. Cascio, Clark, and Gordon (2008) focus on the education system beyond the school level by observing age profiles of literacy into adulthood using the IALS adult achievement test. They show that countries with higher university graduation rates have larger literacy gains into adulthood.…”

Section: Additional Resultsmentioning

confidence: 99%

The Economics of International Differences in Educational Achievement

Hanushek¹,

Woessmann²

2011

Handbook of the Economics of Education

416

266

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The Economics of International Differences inEducational Achievement * An emerging economic literature over the past decade has made use of international tests of educational achievement to analyze the determinants and impacts of cognitive skills. The cross-country comparative approach provides a number of unique advantages over national studies: It can exploit institutional variation that does not exist within countries; draw on much larger variation than usually available within any country; reveal whether any result is country-specific or more general; test whether effects are systematically heterogeneous in different settings; circumvent selection issues that plague within-country identification by using system-level aggregated measures; and uncover general-equilibrium effects that often elude studies in a single country. The advantages come at the price of concerns about the limited number of country observations, the cross-sectional character of most available achievement data, and possible bias from unobserved country factors like culture. This chapter reviews the economic literature on international differences in educational achievement, restricting itself to comparative analyses that are not possible within single countries and placing particular emphasis on studies trying to address key issues of empirical identification. While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account for significant portions of the large international differences in the level and equity of student achievement. Variations in skills measured by the international tests are in turn strongly related to individual labor-market outcomes and, perhaps more importantly, to cross-country variations in economic growth.JEL Classification: I20, O40, O15, H40, H52, J24, J31, P50

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Section: Additional Resultsmentioning

confidence: 99%

The Economics of International Differences in Educational Achievement

Hanushek¹,

Woessmann²

2011

Handbook of the Economics of Education

416

266

View full text Add to dashboard Cite

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“…The idea is that countries that pay teachers relatively better are able to recruit teachers from higher up in the skill distribution and also are able to retain teachers in their profession. 51 If this link 49 Several studies suggest that losses of skills occur over the lifecycle (e.g., Cascio, Clark, and Gordon (2008); Edin and Gustavsson (2008)), underlining the importance of controlling for skill depreciation.…”

Section: Teacher Paymentioning

confidence: 99%

The Value of Smarter Teachers

2019

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International differences in teacher quality are commonly hypothesized to be a key determinant of the large international student performance gaps, but lack of consistent quality measures has precluded testing this. We construct country-level measures of teacher cognitive skills using unique assessment data for 31 countries. We find substantial differences in teacher cognitive skills across countries that are strongly related to student performance. Results are supported by fixed-effects estimation exploiting within-country between-subject variation in teacher skills. A series of robustness and placebo tests indicate a systematic influence of teacher skills as distinct from overall differences among countries in the level of cognitive skills. Moreover, observed country variations in teacher cognitive skills are significantly related to differences in women's access to high-skill occupations outside teaching and to salary premiums for teachers.

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“…The skill gain between the ages of 16 and 25 can thus be principally attributed to the additional education received rather than to an ageing effect. An illustration of this is provided by Cascio, Clark and Gordon () who use IALS data and show that there is a large variation across countries in the literacy skill gain between the ages of 16 and 17 and 26 and 30 and that this skill gain is highly correlated with the extent of participation in post‐secondary education across countries.…”

Section: Meaning and Measurement Of Skillsmentioning

confidence: 99%

Ageing and skills: The case of literacy skills

Barrett

Riddell

2019

Euro J of Education

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The relationship between ageing and skills is of growing policy significance due to population ageing, the changing nature of work and the importance of literacy for social and economic well-being. This article examines the relationship between age and literacy skills in a sample of OECD countries using three internationally comparable surveys. By pooling the survey data across time we can separate birth cohort and ageing effects. In doing so, we find that literacy skills decline with age and that, in most of our sample countries, successive birth cohorts tend to have poorer literacy outcomes. Therefore, once we control for cohort effects, the rate at which literacy proficiency falls with age is much more pronounced than that which is apparent, based on the cross-sectional relationship between age and literacy skills at a point in time. Further, in studying the literacy-age relationship across the skill distribution in Canada we find a more pronounced decline in literacy skills with age at lower percentiles, which suggests that higher initial literacy moderates the influence of cognitive ageing. | INTRODUC TI ONThe relationship between ageing and skills is of growing importance because of several inter-related developments. One is the ageing of the population in many developed countries because of large baby boom cohorts who are now at or nearing retirement age and who are followed by much smaller birth cohorts. Another is increased longevity and related factors, such as the declining incidence of defined benefit pension plans, the abolition of mandatory retirement and the extension of "normal retirement age" in public pension plans that are resulting in more individuals wanting to continue working beyond what was traditionally thought of as retirement age. The

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Education and the Age Profile of Literacy into Adulthood

Cited by 22 publications

References 37 publications

The Economics of International Differences in Educational Achievement

The Economics of International Differences in Educational Achievement

The Value of Smarter Teachers

Ageing and skills: The case of literacy skills

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