Alternative school policies and the benefits of general cognitive skills |
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| Institution: | 1. GFZ German Research Centre for Geosciences, Telegrafenberg, D-14473 Potsdam, Germany;2. University of Greifswald, Institute of Geography and Geology, Friedrich-Ludwig-Jahn Strasse 16, D-17487 Greifswald, Germany;3. Humboldt University of Berlin, Institute of Geography, Unter den Linden 6, D-10099 Berlin, Germany;4. University of Marburg, Faculty of Geography, Deutschhausstrasse 10, D-35032 Marburg, Germany |
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| Abstract: | School policy debates vacillate between policies emphasizing improvement in general skills and those aimed at strengthening the linkages between schools and the workplace. While these policies do not necessarily conflict, each is frequently motivated by shortcomings in the other. This paper presents basic evidence about the very substantial impacts of general cognitive skills on individual earnings and on economic growth. The calculations are then put in a school policy framework that emphasizes the importance of considering both the magnitude and the speed of quality improvements. It then considers alternative school reform policies focused on improvements in teacher quality, identifying how much change is required. Finally, teacher bonus policies are put into the context of potential benefits. |
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