Working Paper

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric

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collection.link.5
https://openknowledge.worldbank.org/handle/10986/9
collection.name.5
Policy Research Working Papers
dc.contributor.author
Angrist, Noam
dc.contributor.author
Evans, David K.
dc.contributor.author
Filmer, Deon
dc.contributor.author
Glennerster, Rachel
dc.contributor.author
Rogers, F. Halsey
dc.contributor.author
Sabarwal, Shwetlena
dc.date.accessioned
2020-10-22T18:25:46Z
dc.date.available
2020-10-22T18:25:46Z
dc.date.issued
2020-10
dc.date.lastModified
2021-12-01T12:09:14Z
dc.description.abstract
Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS) -- which combines access and quality and compares gains to an absolute, cross-country standard -- as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child -- compared with zero years for other classes of interventions.
en
dc.identifier
http://documents.worldbank.org/curated/en/801901603314530125/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric
dc.identifier.uri
http://hdl.handle.net/10986/34658
dc.language
English
dc.publisher
World Bank, Washington, DC
dc.relation.ispartofseries
Policy Research Working Paper;No. 9450
dc.rights
CC BY 3.0 IGO
dc.rights.holder
World Bank
dc.rights.uri
http://creativecommons.org/licenses/by/3.0/igo
dc.subject
YEARS OF SCHOOLING
dc.subject
LEARNING LOSS
dc.subject
EDUCATION OUTCOMES
dc.subject
COST-BENEFIT ANALYSIS
dc.subject
GOVERNMENT POLICY
dc.subject
PUBLIC EXPENDITURE
dc.subject
IMPACT EVALUATION
dc.subject
LEARNING-ADJUSTED YEARS OF SCHOOLING
dc.title
How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric
en
dc.type
Working Paper
en
okr.date.disclosure
2020-10-21
okr.doctype
Publications & Research
okr.doctype
Publications & Research :: Policy Research Working Paper
okr.docurl
http://documents.worldbank.org/curated/en/801901603314530125/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric
okr.googlescholar.linkpresent
yes
okr.identifier.doi
10.1596/1813-9450-9450
okr.identifier.externaldocumentum
090224b087eef879_1_0
okr.identifier.internaldocumentum
32505443
okr.identifier.report
WPS9450
okr.imported
true
en
okr.language.supported
en
okr.pdfurl
http://documents.worldbank.org/curated/en/801901603314530125/pdf/How-to-Improve-Education-Outcomes-Most-Efficiently-A-Comparison-of-150-Interventions-Using-the-New-Learning-Adjusted-Years-of-Schooling-Metric.pdf
en
okr.statistics.combined
9300
okr.statistics.dr
801901603314530125
okr.topic
Education :: Access & Equity in Basic Education
okr.topic
Education :: Education For All
okr.topic
Education :: Education Reform and Management
okr.topic
Education :: Effective Schools and Teachers
okr.unit
Education Global Practice; and the Development Research Group

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