EDUCATION-ECONOMIC GROWTH RELATIONSHIP WITH QUANTITATIVE AND QUALITATIVE MEASURES

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In this study, assuming that international student achievement tests explain students’ cognitive skills progress and reflect student achievements, the hypothesis saying that qualitative measures in education rather than its quantitative measures have more impact on economic growth has been tested. In an attempt to test the hypothesis, international tests are grouped into primary and secondary education. Three different models using their annual data between 1995 and 2011 for the success in mathematics and science in primary schools in 64 countries, between 2001 and 2011 for reading literacy in primary schools in 43 countries, and for the period 2000-2009 for mathematics, science and reading literacy in secondary schools in 53 countries, are estimated through Panel Data Regression Analysis. The findings of these three models promote the hypothesis of this study. The impact of scores for mathematics, science and reading literacy in primary and secondary schools on the annual growth rate of gross domestic product (GDP) per capita is positive and statistically significant. The extent to which qualitative variables as well as quantitative ones in the models may have an impact on the annual growth rate of GDP per capita has been analyzed on the basis of income distribution by World Bank. In general, it seems that international test scores for mathematics, science, and reading literacy associated with primary and secondary schools may have a positive impact on economic growth in many developing countries whereas it may adversely affect economic growth in a number of developed countries. This may partially verify the assumption of the convergence hypothesis.

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Educational Quality , Panel Data Regression Analysis , International Tests , TIMSS , PIRLS , PISA

Journal Of Economics and Administrative Sciences, Ataturk University

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Journal Of Economics and Administrative Sciences, Ataturk University