A Reanalysis of the Effect of Quantity of Schooling on Achievement.

This paper replicates in several ways an analysis carried out by Wiley and Harnischfeger on the effects of quantity of schooling on achievement. In contrast to their findings, the replications do not conclude that quantity of schooling, as they operationalize it, is of great practical importance for achievement. This conclusion is not pressed very far because specific additional factors must be incorporated before firm conclusions regarding the effect of quantity of schooling are possible. [ABSTRACT FROM AUTHOR]