Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012
This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimate...
| Main Authors: | , , |
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2016
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2015/12/25696704/understanding-trends-learning-outcomes-argentina-2000-2012 http://hdl.handle.net/10986/23618 |
| Summary: | This paper seeks to understand what
drove the trends in learning outcomes in Argentina between
2000 and 2012, using data from four rounds of the Program
for International Student Assessment. A year-specific
education production function is estimated and its results
used to decompose the changes in learning outcomes into
changes in inputs, parameters, and residuals via
microsimulations. Estimates of the production function show
the importance of socioeconomic status, gender, school
autonomy, and teacher qualifications to determine learning
outcomes. Despite an important increase in the level of
resources invested in public education, learning outcomes in
public schools decreased vis-à-vis private schools.
According to the results presented here, the increase in the
number of teachers in the system, pushing the pupil-teacher
ratio in Argentina to 11, had no effect on learning
outcomes. The microsimulation further confirms that changes
in the system’s ability to transform inputs into outcomes
accounted for most of the changes in test scores. Overall,
the study shows the ineffectiveness of input-based education
policies to improve learning outcomes in Argentina. |
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