text-only page produced automatically by LIFT Text
Transcoder Skip all navigation and go to page contentSkip top navigation and go to directorate navigationSkip top navigation and go to page navigation
National Science Foundation HomeNational Science Foundation - Directorate for Social, Behavioral & Economic Sciences (SBE)
Social, Behavioral & Economic Sciences
design element
SBE Home
About SBE
Funding Opportunities
Awards
News
Events
Discoveries
Publications
Advisory Committee
Career Opportunities
See Additional SBE Resources
View SBE Staff
SBE Organizations
SBE Office of Multidisciplinary Activities (SMA )
National Center for Science and Engineering Statistics (NCSE)
Division of Behavioral and Cognitive Sciences (BCS )
Division of Social and Economic Sciences (SES )
Proposals and Awards
Proposal and Award Policies and Procedures Guide
  Introduction
Proposal Preparation and Submission
bullet Grant Proposal Guide
  bullet Grants.gov Application Guide
Award and Administration
bullet Award and Administration Guide
Award Conditions
Other Types of Proposals
Merit Review
NSF Outreach
Policy Office Website
Additional SBE Resources
Exploring What Makes Us Human
Rebuilding the Mosaic Report
Bringing People Into Focus: How Social, Behavioral & Economic Research Addresses National Challenges
"Youth Violence: What We Need to Know" Report to NSF
Social, Behavioral and Economic Research in the Federal Context Report
Expedited Review of Social and Behavioral Research Activities Report
SBE Advisory Committee Web Site (for members only)


SBE 2020: Submission Detail

ID Number: 35
Title: Developing a Skills-based Agenda for New Human Capital Research
Lead Author: Hanushek, Eric A.
Abstract: Recent research establishes the need for a new research agenda related to the production and impact of human capital. Driven largely by data availability, analysis focused on human capital investments is frequently reduced to the study of school attainment. The central element of an expanded agenda is the identification and incorporation of different dimensions of skills  including new study into underlying measurement issues surrounding cognitive and noncognitive skills. Investigations of individual and aggregate outcomes now show that the measurement issues surrounding skills are very important. Moreover, these findings implicitly open questions about the integration of studies of the determinants of skills with those of the impacts of skills, because skill formation is known to involve more than just time in schools. Modern research also suggests a necessity of revisiting a variety of analyses in terms of causal claims and the implications of findings for policy issues. Newly available administrative data provide a means of tracing the development of skills through entire school careers and into later outcomes. And the upsurge of newly minted researchers in the area makes this a propitious research investment.
PDF: Hanushek_Eric_35.pdf

SBE 2020 Home

 

Print this page
Back to Top of page