Global Data Set on Education Quality (1965-2015)

Altinok, Nadir ; Angrist, Noam ; Patrinos, Harry Anthony

World Bank, Washington, DC

关键词: EDUCATION QUALITY;    HUMAN CAPITAL;    STUDENT ACHIEVEMENT;    PISA;    TIMSS;   

DOI  :  10.1596/1813-9450-8314
RP-ID  :  WPS8314

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 presents the largest globallycomparable panel database of education quality. The databaseincludes 163 countries and regions over 1965-2015. Theglobally comparable achievement outcomes were constructed bylinking standardized, psychometrically-robust internationaland regional achievement tests. The paper contributes to theliterature in the following ways: (1) it is the largest andmost current globally comparable data set, covering morethan 90 percent of the global population; (2) the data setincludes 100 developing areas and the most developingcountries included in such a data set to date -- thecountries that have the most to gain from the potentialbenefits of a high-quality education; (3) the data setcontains credible measures of globally comparableachievement distributions as well as mean scores; (4) thedata set uses multiple methods to link assessments,including mean and percentile linking methods, thusenhancing the robustness of the data set; (5) the data setincludes the standard errors for the estimates, enablingexplicit quantification of the degree of reliability of eachestimate; and (6) the data set can be disaggregated acrossgender, socioeconomic status, rural/urban, language, andimmigration status, thus enabling greater precision andequity analysis. A first analysis of the data set reveals afew important trends: learning outcomes in developingcountries are often clustered at the bottom of the globalscale; although variation in performance is high indeveloping countries, the top performers still often performworse than the bottom performers in developed countries;gender gaps are relatively small, with high variation in thedirection of the gap; and distributions reveal meaningfullydifferent trends than mean scores, with less than 50 percentof students reaching the global minimum threshold ofproficiency in developing countries relative to 86 percentin developed countries. The paper also finds a positive andsignificant association between educational achievement andeconomic growth. The data set can be used to benchmarkglobal progress on education quality, as well as to uncoverpotential drivers of education quality, growth, and development.