Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752

Autor/inn/en	Evans, David K.; Yuan, Fei
Institution	World Bank
Titel	Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752
Quelle	(2019), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Indicators; Developing Nations; Foreign Countries; Intervention; Literacy; Instructional Effectiveness; Achievement Gains; Cost Effectiveness; Dominican Republic; Algeria; Kosovo; Tunisia; Macedonia; Brazil; Indonesia; Jordan; Peru; Colombia; Costa Rica; Bolivia; Ghana; Kenya; Vietnam; Gambia; Senegal; Ecuador; India; China; Afghanistan; Philippines; Madagascar; Malawi; Cambodia; Chile; Liberia; Mali; South Africa; Uganda; Nepal; Uruguay; Mexico; Niger; Sri Lanka + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Developing country; Developing countries; Entwicklungsland; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Dominikanische Republik; Algerien; Tunesien; Brasilien; Indonesien; Kolumbien; Bolivien; Kenia; Indien; Philippinen; Madagaskar; Kambodscha; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Mexiko; Ceylon
Abstract	In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.] (As Provided).
Anmerkungen	World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01