The lone exception is that the interaction
between quantitative skills and ideology fell just short of one - tailed significance in the NASA / NOAA model (p = 0.13), and two - tailed significance in the IPCC model (p = 0.06).
Interestingly, the
quantitative difference
between an endogenous and neoclassical model framework - with improved
skills affecting the long - run growth rate versus just the steady - state income level - matters less than academic discussions suggest.
Such an approach draws upon both
quantitative and qualitative data to deconstruct student pathways and elaborate the relationships
between various pathways and outcomes of interest, such as successful remediation of
skill deficiencies, credential completion, and transfer to a four - year institution.