The Economic and Fiscal Consequences of Improving U.S. Educational Outcomes

From the introduction

This study addresses a key challenge confronting the United States—how to promote both widely shared and faster economic growth. It does so by analyzing and describing the effects of raising educational achievement, especially for those not at the top of the economic ladder.The results of this analysis, which are consistent with a large body of research across a variety of academic disciplines, demonstrate that improving the education of future workers accelerates economic growth and can promote more equal opportunity over the long run. The result: stronger, more broadly shared economic growth, which in turn raises national income and increases government revenue, providing the means by which to invest in improving our economic future.

Source: Washington Center for Equitable Growth

Download full pdf publication | Download pdf of  "Fast Facts"

How Learning a Musical Instrument Affects the Development of Skills

Abstract:

Despite numerous studies on skill development,we know little about the causal effects of music training on cognitive and non-cognitive skills. This study examines how long-term music training during childhood and youth affects the development of cognitive skills, school grades, personality, time use and ambition using representative data from the German Socio-Economic Panel (SOEP). Our findings suggest that adolescents with music training have better cognitive skills and school grades and are more conscientious, open and ambitious. These effects do not differ by socio-economic status. Music improves cognitive and non-cognitive skills more than twice as much as sports, theater or dance. In order to address the non-random selection into music training, we take into account detailed information on parents, which may determine both the decision to pursue music lessons and educational outcomes: socio-economic background, personality, involvement with the child’s school, and taste for the arts. In addition, we control for the predicted probability to give up music before age 17 as well as the adolescent’s secondary school type. We provide evidence that our results are robust to both reverse causality and the existence of partly treated individuals in the control group.

Source: German Socio-Economic Panel paper No. 591. Available at SSRN

Download pdf of How Learning a Musical Instrument Affects the Development of Skills