Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012

de Hoyos, Rafael ; Holland, Peter A. ; Troiano, Sara

World Bank, Washington, DC

关键词: SKILLS;    CIVIC PARTICIPATION;    SCHOOL SYSTEM;    COLLEGE;    COMPARATIVE EDUCATION;   

DOI  :  10.1596/1813-9450-7518
RP-ID  :  WPS7518

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

This paper seeks to understand whatdrove the trends in learning outcomes in Argentina between2000 and 2012, using data from four rounds of the Programfor International Student Assessment. A year-specificeducation production function is estimated and its resultsused to decompose the changes in learning outcomes intochanges in inputs, parameters, and residuals viamicrosimulations. Estimates of the production function showthe importance of socioeconomic status, gender, schoolautonomy, and teacher qualifications to determine learningoutcomes. Despite an important increase in the level ofresources invested in public education, learning outcomes inpublic schools decreased vis-à-vis private schools.According to the results presented here, the increase in thenumber of teachers in the system, pushing the pupil-teacherratio in Argentina to 11, had no effect on learningoutcomes. The microsimulation further confirms that changesin the system’s ability to transform inputs into outcomesaccounted for most of the changes in test scores. Overall,the study shows the ineffectiveness of input-based educationpolicies to improve learning outcomes in Argentina.