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 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.

Bibliographic Details

Main Authors:	de Hoyos, Rafael, Holland, Peter A., Troiano, Sara
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2015-12
Subjects:	SKILLS, CIVIC PARTICIPATION, SCHOOL SYSTEM, COLLEGE, COMPARATIVE EDUCATION, SCIENCE LABORATORY EQUIPMENT, TEACHERS, STUDENT LEARNING OUTCOMES, INFORMATION TECHNOLOGY, STUDENT-TEACHER RATIO, SCHOOLING, INSTRUCTIONAL MATERIALS, PARENTAL PARTICIPATION, SCHOOL DAY, SCHOOL ENROLLMENT, EDUCATIONAL ACHIEVEMENT, EDUCATION POLICY, HUMAN CAPITAL FORMATION, EXTERNAL EXAMINATIONS, INTERNATIONAL EDUCATION, CAREER, PAPERS, ADULT EDUCATION, TEACHER QUALIFICATIONS, TEACHER PERFORMANCE, REGULAR CURRICULUM, SCHOOL LOCATION, OPEN ACCESS, LITERACY, TEXTBOOKS, EDUCATION SECTOR, KNOWLEDGE, COURSE CONTENT, SCHOOLCHILDREN, EDUCATION FOR ALL, UNIVERSAL PRIMARY EDUCATION, LEARNING MATERIAL, SCHOOL BUDGETS, QUALITY OF EDUCATION, TRAINING, EDUCATION POLICIES, PUPIL-TEACHER RATIO, SCHOOL MEALS, ACADEMIC SUCCESS, PRIVATE SCHOOLS, GRADUATE, SCHOOL DAYS, SCHOOL CLIMATE, ACADEMIC ACHIEVEMENT, ECONOMICS OF EDUCATION, SECONDARY SCHOOL, STUDENT ACHIEVEMENT, EDUCATIONAL INPUTS, SCHOOL AUTONOMY, LEARNING, SCIENTIFIC LITERACY, EDUCATION SYSTEM, STUDENT ASSESSMENT METHODS, SCHOOL QUALITY, RESEARCH, TEACHER SALARIES, SCHOOL STUDENTS, PRIMARY SCHOOL, TEACHING, QUALITY OF TEACHING, EDUCATIONAL POLICIES, SCHOOL LEVEL, PROBLEM SOLVING, DIGITAL DIVIDE, LIBRARIES, PARENTS’ EDUCATION, PRIMARY SCHOOLS, LEARNERS, READING, RURAL EDUCATION, SCHOOL SIZE, NUMBER OF STUDENTS PER TEACHER, HUMAN CAPITAL, STUDENT ASSESSMENT, RURAL SCHOOLS, INVESTMENT IN EDUCATION, ACADEMIC PERFORMANCE, TEACHER EDUCATION, TEACHER CERTIFICATION, SCIENCE, GENDER DIFFERENCES, SCHOOL EQUIPMENT, VALUES, STUDENT, SCHOOLS, EDUCATION TEACHERS, EDUCATION SERVICES, AVAILABILITY OF BOOKS, LEARNING OUTCOMES, PUPIL-TEACHER RATIOS, STUDENT PERFORMANCE, PUPIL- TEACHER RATIOS, GRADUATION RATES, TEACHER RATIOS, TEXTBOOK, INSTRUCTIONAL MATERIAL, QUALITY OF INSTRUCTION, KNOWLEDGE ECONOMY, PRIVATE EDUCATION, RESEARCHERS, LITERATURE, EDUCATION FINANCE, CLASS SIZE, REPORT CARDS, DISADVANTAGED STUDENTS, SCHOOL IMPROVEMENT, ADOLESCENTS, SOCIAL WELFARE, CURRICULUM, TEACHER, EDUCATIONAL OUTCOMES, QUALITY OF EDUCATION SERVICES, STUDENT‐TEACHER RATIO, TEACHER RATIO, ETHICS, ACHIEVEMENT IN MATHEMATICS, COGNITIVE SKILLS, LEVEL OF EDUCATION, QUALITY EDUCATION, COMPUTERS IN EDUCATION, EDUCATION, SCHOOL PERFORMANCE, ASSESSMENT METHODS, HUMAN RESOURCES, SELECTION OF TEXTBOOKS, SCHOOL DIRECTORS, ENROLLMENT OF CHILDREN, SERVICE TRAINING, RESOURCES FOR EDUCATION, SCIENCE LABORATORIES, INSTRUCTION, COMPUTER FACILITIES, SCHOOL FINANCE, PUBLIC SCHOOL, PUBLIC SCHOOLS, UNIVERSITY, STUDENTS, SCHOOL GOVERNANCE, PRIMARY LEVEL, LEARNING ASSESSMENTS, NUMBER OF STUDENTS, STUDENTS PER TEACHER, PERFORMANCE IN MATHEMATICS, SCHOOL BUILDINGS, PEDAGOGICAL MATERIALS, PRIMARY EDUCATION, DEGREES, TEACHER ABSENTEEISM, SCHOOL PROGRAM, CLASSROOMS, SCHOOL, SCHOOL INFRASTRUCTURE, SECONDARY EDUCATION, NUMBER OF TEACHERS, QUALITY OF TEACHERS, TERTIARY EDUCATION, STUDENT LEARNING, SOCIAL MOBILITY, RETURNS TO EDUCATION, PRIVATE SCHOOL,
Online Access:	http://documents.worldbank.org/curated/en/2015/12/25696704/understanding-trends-learning-outcomes-argentina-2000-2012 https://hdl.handle.net/10986/23618
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