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Explaining Educational Attainment across Countries and over Time

  • Guillaume Vandenbroucke

    (University of Southern California)

  • Diego Restuccia

    (University of Toronto)

Consider the following facts. In 1950 the richest ten-percent of countries attained an average of 8.1 years of schooling whereas the poorest ten-percent of countries attained 1.3 years, a 6-fold difference. By 2005, the difference in schooling declined to 2-fold. The fact is that schooling has increased faster in poor than in rich countries. What explains educational attainment differences across countries and their evolution over time? We develop an otherwise standard model of human capital accumulation with two novel but important features: non-homotetic preferences and an operating labor supply margin. We use the model to assess the quantitative contribution of productivity and life expectancy differences across countries in explaining educational attainment. Calibrating the parameters of the model to reproduce the historical time-series data for the United States, we find that the model accounts for 96 percent of the difference in schooling levels between rich and poor countries in 1950 and 89 percent of the increase in schooling over time in poor countries. The model generates a faster increase in schooling in poor than in rich countries consistent with the data. These results highlight the role of development in education and thus have important implications for educational policy.

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Paper provided by Society for Economic Dynamics in its series 2013 Meeting Papers with number 488.

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Date of creation: 2013
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Handle: RePEc:red:sed013:488
Contact details of provider: Postal: Society for Economic Dynamics Christian Zimmermann Economic Research Federal Reserve Bank of St. Louis PO Box 442 St. Louis MO 63166-0442 USA
Fax: 1-314-444-8731
Web page: http://www.EconomicDynamics.org/society.htm
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