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Understanding the trends in learning outcomes in Argentina, 2000 to 2012

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  • De Hoyos Navarro,Rafael E.
  • Holland,Peter Anthony
  • Troiano,Sara

Abstract

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.

Suggested Citation

  • De Hoyos Navarro,Rafael E. & Holland,Peter Anthony & Troiano,Sara, 2015. "Understanding the trends in learning outcomes in Argentina, 2000 to 2012," Policy Research Working Paper Series 7518, The World Bank.
    • Handle: RePEc:wbk:wbrwps:7518
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    Cited by:

    1. Facundo Albornoz & María Victoria Anauati & Melina Furman & Mariana Luzuriaga & María Eugenia Podestá & Inés Taylor, 2020. "Training to Teach Science: Experimental Evidence from Argentina," The World Bank Economic Review, World Bank, vol. 34(2), pages 393-417.

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    Keywords

    Education For All; Secondary Education; Tertiary Education; Effective Schools and Teachers; Primary Education;
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