(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

One in a while, every twenty years perhaps, a book appears that makes one see a whole area of human experience in a new light. Once pointed out, the new insights are sp obvious that one cannot understand how one could have missed them before. In the broad area of the political economy of western society, J.A. Schumpeter's Capitalism, Socialism and Democracy (1943) was one such book. So, with all its faults, was J.K. Galbraith's The Affluent Society (1957). Fred Hirsch's Social Limits to Growth (Routledge and Kegan Paul, London, 1977) is another.

Social limits to growth

This paper asks whether elite colleges help students outside of historically advantaged groups reach top positions in the economy. I combine administrative data on income and leadership teams at publicly traded firms with a regression discontinuity design based on admissions rules at elite business-focused degree programs in Chile. The 1.8% of college students admitted to these programs account for 41% of leadership positions and 39% of top 0.1% incomes. Admission raises the number of leadership positions students hold by 44% and their probability of attaining a top 0.1% income by 51%. However, these gains are driven by male applicants from high-tuition private high schools, with zero effects for female students or students from other school types with similar admissions test scores. Admissions effects are equal to 38% of the gap in rates of top attainment by gender and 54% of the gap by high school background for male students. A difference-in-differences analysis of the rates at which pairs of students lead the same firms suggests that peer ties formed between college classmates from similar backgrounds may play an important role in driving the observed effects.

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Elite Colleges and Upward Mobility to Top Jobs and Top Incomes

Access to schools achieves only so much if quality is poor With per-capita gross domestic product (GDP) growing by an average of 4.5% annually since 1960, people in East Asia are about nine times as prosperous as two generations ago. By contrast, the average person in Latin America is only about two and a half times as prosperous. Over the past quarter-century, both theoretical and empirical analyses of possible drivers of the different growth rates seen around the world invariably assign an important role to human capital (1–4). This has led to development policies focused on increasing enrollment and retention in schools. We argue, however, that too much attention is paid to the time spent in school, and too little is paid to the quality of the schools and the types of skills developed there.

Knowledge capital, growth, and the East Asian miracle Access to schools achieves only so much if quality is poor

Expanded international data from the PIAAC survey of adult skills allow us to analyze potential sources of the cross-country variation of comparably estimated labor-market returns to skills in a more diverse set of 32 countries. Returns to skills are systematically larger in countries that have grown faster in the recent past, consistent with models where skills are particularly important for adaptation to dynamic economic change.

Coping with Change: International Differences in the Returns to Skills

Examining the economic value of education has been a central research agenda of social scientists for decades. However, prior research inadequately accounts for the discrepancy between educational ...

https://journals.sagepub.com/doi/pdf/10.1177/0003122419897873

Satoshi Araki

Papers

Educational Expansion, Skills Diffusion, and the Economic Value of Credentials and Skills: