Auteur(s) : Altinok, Nadir; Diebolt, Claude
Publisher(s): Université Louis Pasteur de Strasbourg. Bureau d’économie théorique et appliquée
Pages: 78 p.
Serie: BETA documents de travail
Series Volume: 2023-02
Analyzing education does not only involve years of schooling, quality matters! This paper aims at providing better data on schooling with a focus on learning outcomes. It provides the largest dataset on learning outcomes, years of schooling and learning-adjusted year of schooling (LAYS) with comparable data between 1970 and 2020. The quantity dimension is measured by years of schooling and uses the latest data from Barro and Lee (2013), while the quality dimension is taken from linking standardized, psychometrically-robust international achievement tests and hybrid tests. The data are available for more than 120 countries between 1970 and 2020. Several findings can be highlighted. A global convergence on both learning outcomes and enrollment has occurred since 1970, but a breakdown can be found after 1990. A very low number of countries perform better over time regarding the quality of schooling, while most countries have a stable level of learning outcomes.
- Learning-Adjusted Years of Schooling, LAYS
- Programme for International Student Assessment, PISA
- Trends in International Mathematics and Science Study, TIMSS
- Southern and Eastern Africa Consortium for Monitoring Educational Quality, SACMEQ
- Programme d'analyse des systèmes éducatifs de la CONFEMEN, PASEC
- Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación, LLECE
- Early Grade Reading Assessment, EGRA