The quality of schooling : quantity alone is misleading

Abstract

The first of these three papers examines the quality of schooling, paticularly on the misleading focus on quantity alone. It extends the Mincerian framework to incorporate school quality as well as quantity. This extension of the standard approach implies that improving school quality would have a higher payoff than increasing enrollment rates. The second paper investigates the possibility of biases which may arise from aggregating over space to obtain national cross-section samples. The sample is disaggregated by each individual's region of origin and destination. This provides a much lower estimated rate than the standard procedure implies, which would have an effect on total school investments and for intracountry allocation of social investments in schooling over space. The third paper models and estimates the governmental equity-productivity tradeoff implicit in the geographical allocation of public resources to primary and secondary schooling in Brazil. The estimates suggest that the government welfare function for public school resources is characterized neither by the extreme utilitarian case nor by the extreme Rawlsian case. Pure relative inequality aversion seems empirically somewhat more satisfactory than one of pure absolute inequality aversion.

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