Hanushek, Eric A.

Hoover Institution, Stanford University
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Economics of education; measuring teach quality; education and economic growth
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Hoover Institution, Stanford University
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Last updated: January 31, 2023
Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He has been a leader in the development of economic analysis of educational issues. He has authored numerous, highly cited studies on the effects of class size reduction, high stakes accountability, value-added assessments of teacher quality, and other education related topics. His pioneering analysis measuring teacher quality through the growth in student achievement forms the basis for current research into the value-added of teachers and schools. Most recently, Hanushek shows that the quality of education is closely related to national economic growth. He has authored or edited twenty books along with over 200 articles. He is a Distinguished Graduate of the United States Air Force Academy and completed his Ph.D. in economics at the Massachusetts Institute of Technology.

Publication Search Results

Now showing 1 - 2 of 2
  • Publication
    Education for Education...Or for Skills?
    (2011-04) Hanushek, Eric A.
    Countries in the developing world were led to believe that education would put them on the path to becoming modern economies�and they responded enthusiastically. Education for All was a powerful message that has led to a veritable transformation of schooling throughout the world.
  • Publication
    The Role of Education Quality for Economic Growth
    (World Bank, Washington, DC, 2007-02) Hanushek, Eric A.; Woessmann, Ludger
    The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of education in promoting economic well-being, focusing on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population-rather than mere school attainment-are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes it clear that closing the economic gap with industrial countries will require major structural changes in schooling institutions.