Stanford University, USA, and IZA, Germany
IZA World of Labor role
Paul and Jean Hanna Senior Fellow, the Hoover Institution of Stanford University
Education, economic growth, class size, teacher quality, accountability, achievement gaps, equity in education, efficiency in education, school finance, higher education
Positions/functions as a policy advisor
Commissioner, Equity and Excellence Commission, US Department of Education, 2011–2013; Board of Directors National Board for Education Sciences, 2004–2010 (Chair 2008–2010); Deputy Director, Congressional Budget Office, 1983–1985
Professor of Economics and Political Science, University of Rochester, 1978-2000; Chairman, Executive Board, Texas Schools Project, University of Texas at Dallas, 2003-present; Associate Professor of Economics, Yale University
PhD Economics, Massachusetts Institute of Technology
"The economics of schooling: Production and efficiency in public schools." Journal of Economic Literature 24:3 (1986): 1141-1177.
"The trade-off between child quantity and quality." Journal of Political Economy 100:1 (1992): 84-117.
"Schooling, labor force quality, and the growth of nations." American Economic Review 90:5 (2000): 1184-1208 (with D. D. Kimko).
"Teachers, schools, and academic achievement." Econometrica 73:2 (2005): 417-458 (with G. Rivkin and J. F. Kain).
"Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation." Journal of Economic Growth 17:4 (2012): 267-321 (with L. Woessmann).
For long-term economic development, only skills matter
Economic growth determines a nation’s long-term economic well-being and crucially depends on skillsEric A. Hanushek, March 2017Politicians typically focus on short-term economic issues; but, a nation’s long-term economic well-being is directly linked to its rate of economic growth. In turn, its growth rate is directly linked to the economically relevant skills of its population. Until recently, however, economists have found it hard to confirm this through empirical analysis because of difficulties in measuring the skills of different societies. International tests of mathematics and science achievement now offer reliable measures of a population’s relevant cognitive skills.MoreLess