Education and Growth-Equity Tradeoff

Eric A. Hanushek

This chapter is a preliminary draft unless otherwise noted. It may not have been subjected to the formal review process of the NBER. This page will be updated as the chapter is revised.

Chapter in forthcoming NBER book Education, Skills, and Technical Change: Implications for Future US GDP Growth, Charles R. Hulten and Valerie A. Ramey, editors
Conference held October 16-17, 2015
Forthcoming from University of Chicago Press
in NBER Book Series Studies in Income and Wealth

Simon Kuznets originally suggested that development and economic inequality were directly related, leading to a large subsequent literature but one that is largely devoid of policy considerations. This chapter marries that discussion with recent analyses of how both individual incomes and long run economic growth are related to human capital as measured by cognitive skills. There is now substantial evidence that cognitive skills resulting from both schools and other factors such as families and health explain substantial portions of individual income differences across countries and are key to understanding differences in national growth rates. In that light, major educational policies that increase the level of skills lead to economic development, and among those policies ones that reduce skill variation will tend also to reduce economic inequality. For example, early childhood policies aimed at disadvantaged youth will tend to be both growth enhancing and inequality reducing. Similarly, life long learning programs aimed at individuals with lower current skills will be inequality reducing. On the other hand, programs like increased vocational education will tend to leave individuals with depreciated skills when the economy grows rapidly and will thus imply increased inequality.

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