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The Effect of Schooling and Ability on Achievement Test Scores. NBER Working Paper Series.

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Title: The Effect of Schooling and Ability on Achievement Test Scores. NBER Working Paper Series.
Language: English
Authors: Hansen, Karsten, Heckman, James J., Mullen, Kathleen J., National Bureau of Economic Research, Cambridge, MA.
Peer Reviewed: N
Page Count: 71
Publication Date: 2003
Sponsoring Agency: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
National Science Foundation, Arlington, VA.
Document Type: Reports - Research
Descriptors: Ability, Achievement Tests, Elementary Secondary Education, Estimation (Mathematics), School Effectiveness, Scores, Test Results
Abstract: This study developed two methods for estimating the effect of schooling on achievement test scores that control for the endogeneity of schooling by postulating that both schooling and test scores are generated by a common unobserved latent ability. The methods were applied to data on schooling and test scores. Estimates from the two methods are in close agreement. It is found that the effects of schooling on test scores are roughly linear across schooling levels. The effects of schooling on measured test scores are slightly larger for lower latent ability levels. It is also found that schooling increases the Armed Forces Qualification Test (AFQT) score on average between 2 and 4 percentage points, roughly twice as large as the effect claimed by R. Herrnstein and C. Murray (1994), but in agreement with estimates produced by D. Neal and W. Johnson (1996) and C. Winship and S. Korenman (1997). The study extends the previous literature by estimating the impact of schooling on measured test scores at various quantiles of the latent ability distribution. Four appendixes describe the data and discuss estimation procedures. (Contains 14 figures, 16 tables, and 36 references.) (Author/SLD)
Entry Date: 2004
Accession Number: ED480219
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED480219
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  Data: The Effect of Schooling and Ability on Achievement Test Scores. NBER Working Paper Series.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Hansen%2C+Karsten%22">Hansen, Karsten</searchLink><br /><searchLink fieldCode="AR" term="%22Heckman%2C+James+J%2E%22">Heckman, James J.</searchLink><br /><searchLink fieldCode="AR" term="%22Mullen%2C+Kathleen+J%2E%22">Mullen, Kathleen J.</searchLink><br /><searchLink fieldCode="AR" term="%22National+Bureau+of+Economic+Research%2C+Cambridge%2C+MA%2E%22">National Bureau of Economic Research, Cambridge, MA.</searchLink>
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 71
– Name: DatePubCY
  Label: Publication Date
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  Data: 2003
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  Label: Sponsoring Agency
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  Data: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.<br />National Science Foundation, Arlington, VA.
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  Data: Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Estimation+%28Mathematics%29%22">Estimation (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study developed two methods for estimating the effect of schooling on achievement test scores that control for the endogeneity of schooling by postulating that both schooling and test scores are generated by a common unobserved latent ability. The methods were applied to data on schooling and test scores. Estimates from the two methods are in close agreement. It is found that the effects of schooling on test scores are roughly linear across schooling levels. The effects of schooling on measured test scores are slightly larger for lower latent ability levels. It is also found that schooling increases the Armed Forces Qualification Test (AFQT) score on average between 2 and 4 percentage points, roughly twice as large as the effect claimed by R. Herrnstein and C. Murray (1994), but in agreement with estimates produced by D. Neal and W. Johnson (1996) and C. Winship and S. Korenman (1997). The study extends the previous literature by estimating the impact of schooling on measured test scores at various quantiles of the latent ability distribution. Four appendixes describe the data and discuss estimation procedures. (Contains 14 figures, 16 tables, and 36 references.) (Author/SLD)
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  Data: 2004
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  Label: Accession Number
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  Data: ED480219
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      – Text: English
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        PageCount: 71
    Subjects:
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Estimation (Mathematics)
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Scores
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      – SubjectFull: Test Results
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      – TitleFull: The Effect of Schooling and Ability on Achievement Test Scores. NBER Working Paper Series.
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            NameFull: Hansen, Karsten
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            NameFull: Heckman, James J.
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            NameFull: Mullen, Kathleen J.
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              Type: published
              Y: 2003
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