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Using the Oaxaca-Blinder decomposition technique to analyze learning outcomes changes over time : an application to Indonesia's results in PISA mathematics

Author

Listed:
  • Barrera-Osorio, Felipe
  • Garcia-Moreno, Vicente
  • Patrinos, Harry Anthony
  • Porta, Emilio

Abstract

The Oaxaca-Blinder technique was originally used in labor economics to decompose earnings gaps and to estimate the level of discrimination. It has been applied since in other social issues, including education, where it can be used to assess how much of a gap is due to differences in characteristics (explained variation) and how much is due to policy or system changes (unexplained variation). The authors apply the decomposition technique in an effort to analyze the increase in Indonesia's score in PISA mathematics. Between 2003 and 2006, Indonesia's score increased by 30 points, or 0.3 of a standard deviation. The test score increase is assessed in relation to family, student, school and institutional characteristics. The gap over time is decomposed into its constituent components based on the estimation of cognitive achievement production functions. The decomposition results suggest that almost the entire test score increase is explained by the returns to characteristics, mostly related to student age. However, the authors find that the adequate supply of teachers also plays a role in test score changes.

Suggested Citation

  • Barrera-Osorio, Felipe & Garcia-Moreno, Vicente & Patrinos, Harry Anthony & Porta, Emilio, 2011. "Using the Oaxaca-Blinder decomposition technique to analyze learning outcomes changes over time : an application to Indonesia's results in PISA mathematics," Policy Research Working Paper Series 5584, The World Bank.
    • Handle: RePEc:wbk:wbrwps:5584
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    Cited by:

    1. Guillermo Montt & Francesca Borgonovi, 2018. "Combining Achievement and Well-Being in the Assessment of Education Systems," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 138(1), pages 271-296, July.
    2. Maria Cattaneo & Stefan Wolter, 2015. "Better migrants, better PISA results: Findings from a natural experiment," IZA Journal of Migration and Development, Springer;Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 4(1), pages 1-19, December.
    3. Yunfan Yang & Huan Wang & Linxiu Zhang & Sean Sylvia & Renfu Luo & Yaojiang Shi & Wei Wang & Scott Rozelle, 2015. "The Han-Minority Achievement Gap, Language, and Returns to Schools in Rural China," Economic Development and Cultural Change, University of Chicago Press, vol. 63(2), pages 319-359.
    4. Gomes, Matheus & Hirata, Guilherme & Oliveira, João Batista Araujo e, 2020. "Student composition in the PISA assessments: Evidence from Brazil," International Journal of Educational Development, Elsevier, vol. 79(C).
    5. Brown, Heather & Gao, Ni & Song, Wei, 2024. "Regional trends in mental health inequalities in young people aged 16–25 in the UK and the role of cuts to local government expenditure: Repeated cross-sectional analysis using the British household p," Social Science & Medicine, Elsevier, vol. 353(C).
    6. Marilena Furno, 2022. "Regional gap in students’ performance at the quantiles," International Review of Economics, Springer;Happiness Economics and Interpersonal Relations (HEIRS), vol. 69(4), pages 525-546, December.
    7. Valentina S. Consiglio & Denisa M. Sologon, 2022. "The Myth of Equal Opportunity in Germany? Wage Inequality and the Role of (Non-)academic Family Background for Differences in Capital Endowments and Returns on the Labour Market," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 159(2), pages 455-493, January.
    8. World Bank Group, 2015. "Slovak Republic Skilling Up the Next Generation," World Bank Publications - Reports 23330, The World Bank Group.
    9. Valentina S. Consiglio & Denisa M. Sologon, 2019. "The Myth of Equal Opportunity in Germany?," SOEPpapers on Multidisciplinary Panel Data Research 1060, DIW Berlin, The German Socio-Economic Panel (SOEP).
    10. Aquib Parvez, 2024. "Mathematics learning inequality among Indian children: an insight into child learning with respect to parental schooling status," Indian Economic Review, Springer, vol. 59(2), pages 467-489, December.
    11. Juan F. Castro, 2015. "Linear decompositions of cognitive achievement gaps a cautionary note and an illustration using peruvian data," Working Papers 15-08, Centro de Investigación, Universidad del Pacífico.
    12. Fernandez-Dominguez Amilcar Orlian, 2020. "Effect of Actual and Perceived Violence on Internal Migration: Evidence from Mexico’s Drug War," IZA Journal of Development and Migration, Sciendo & Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 11(1), pages 1-27, January.
    13. Martin Gustafsson & Stephen Taylor, 2022. "What lies behind South Africa's improvements in PIRLS? An Oaxaca-Blinder analysis of the 2011 and 2016 data," Working Papers 02/2022, Stellenbosch University, Department of Economics.

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    JEL classification:

    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • I20 - Health, Education, and Welfare - - Education - - - General

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