Who Learns What in Basic Education? Evidence from Indonesia

Indonesia consistently fares poorly on the international tests like PISA and TIMSS. To help diagnosing the causes of poor learning we track student achievement across 9 years in basic education. We find that 40 percent of students do not learn the...

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Main Authors:	Afkar, Rythia, de Ree, Joppe, Khairina, Noviandri
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2019
Subjects:	BASIC EDUCATION LEARNING ACHIEVEMENT STANDARDIZED TEST SCORES STUDENT ACHIEVEMENT PRIMARY EDUCATION CURRICULUM TEACHER KNOWLEDGE SECONDARY EDUCATION
Online Access:	http://documents.worldbank.org/curated/en/379221568187527440/Who-learns-what-in-basic-education-Evidence-from-Indonesia http://hdl.handle.net/10986/32396

id	okr-10986-32396
recordtype	oai_dc
spelling	okr-10986-323962021-05-25T09:27:39Z Who Learns What in Basic Education? Evidence from Indonesia Afkar, Rythia de Ree, Joppe Khairina, Noviandri BASIC EDUCATION LEARNING ACHIEVEMENT STANDARDIZED TEST SCORES STUDENT ACHIEVEMENT PRIMARY EDUCATION CURRICULUM TEACHER KNOWLEDGE SECONDARY EDUCATION Indonesia consistently fares poorly on the international tests like PISA and TIMSS. To help diagnosing the causes of poor learning we track student achievement across 9 years in basic education. We find that 40 percent of students do not learn the basics in the early grades of primary school (recognizing 2-digit numbers by 2nd grade, and ordering 4-digit numbers by 4th grade). The authors also find that schools do not cover the complete Indonesian curriculum. Only few students learn how to calculate the surface area of a triangle by 5th grade, the rules about the order of operations, and to complete exercises embedded in stories. Poor and incomplete coverage of the primary curriculum helps explain the low levels of student achievement authors observed in secondary school. Our analysis also provides directions for future research. We observed a large catching-up effect in learning in 6th grade. A plausible explanation for this pattern is the increased pressure on schools, teachers and students to perform well on the high-stakes national exams. The fact that the system can produce learning once (all) actors are sufficiently motivated, suggests that 1.) performance pressure might help, and 2.) that low levels of teacher’s knowledge and skills are currently not a major binding constraint to learning in Indonesia. 2019-09-17T17:29:11Z 2019-09-17T17:29:11Z 2018-04-30 Working Paper http://documents.worldbank.org/curated/en/379221568187527440/Who-learns-what-in-basic-education-Evidence-from-Indonesia http://hdl.handle.net/10986/32396 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Working Paper East Asia and Pacific Indonesia
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	BASIC EDUCATION LEARNING ACHIEVEMENT STANDARDIZED TEST SCORES STUDENT ACHIEVEMENT PRIMARY EDUCATION CURRICULUM TEACHER KNOWLEDGE SECONDARY EDUCATION
spellingShingle	BASIC EDUCATION LEARNING ACHIEVEMENT STANDARDIZED TEST SCORES STUDENT ACHIEVEMENT PRIMARY EDUCATION CURRICULUM TEACHER KNOWLEDGE SECONDARY EDUCATION Afkar, Rythia de Ree, Joppe Khairina, Noviandri Who Learns What in Basic Education? Evidence from Indonesia
geographic_facet	East Asia and Pacific Indonesia
description	Indonesia consistently fares poorly on the international tests like PISA and TIMSS. To help diagnosing the causes of poor learning we track student achievement across 9 years in basic education. We find that 40 percent of students do not learn the basics in the early grades of primary school (recognizing 2-digit numbers by 2nd grade, and ordering 4-digit numbers by 4th grade). The authors also find that schools do not cover the complete Indonesian curriculum. Only few students learn how to calculate the surface area of a triangle by 5th grade, the rules about the order of operations, and to complete exercises embedded in stories. Poor and incomplete coverage of the primary curriculum helps explain the low levels of student achievement authors observed in secondary school. Our analysis also provides directions for future research. We observed a large catching-up effect in learning in 6th grade. A plausible explanation for this pattern is the increased pressure on schools, teachers and students to perform well on the high-stakes national exams. The fact that the system can produce learning once (all) actors are sufficiently motivated, suggests that 1.) performance pressure might help, and 2.) that low levels of teacher’s knowledge and skills are currently not a major binding constraint to learning in Indonesia.
format	Working Paper
author	Afkar, Rythia de Ree, Joppe Khairina, Noviandri
author_facet	Afkar, Rythia de Ree, Joppe Khairina, Noviandri
author_sort	Afkar, Rythia
title	Who Learns What in Basic Education? Evidence from Indonesia
title_short	Who Learns What in Basic Education? Evidence from Indonesia
title_full	Who Learns What in Basic Education? Evidence from Indonesia
title_fullStr	Who Learns What in Basic Education? Evidence from Indonesia
title_full_unstemmed	Who Learns What in Basic Education? Evidence from Indonesia
title_sort	who learns what in basic education? evidence from indonesia
publisher	World Bank, Washington, DC
publishDate	2019
url	http://documents.worldbank.org/curated/en/379221568187527440/Who-learns-what-in-basic-education-Evidence-from-Indonesia http://hdl.handle.net/10986/32396
_version_	1764476460979978240

Who Learns What in Basic Education? Evidence from Indonesia

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