Interpreting these results in a causal way would suggest that the estimated impact of increasing tax progressivity is relatively important: indeed, the variation in the impact of individual family background on teenagers’ cognitive skills from minimum to maximum tax progressivity would range from 25.4 (PISA score points) to 12.4. These calculations are only illustrative, but, nevertheless, point to the potential for redistributive policies to help reduce inequality of learning opportunities. At the same time, relatively high levels of such benefits might discourage unemployed parents to take up employment (e.g. Bassanini and Duval, 2006).