de Hoyos, RafaelHolland, Peter A.Troiano, Sara2016-01-122016-01-122015-12https://hdl.handle.net/10986/23618This 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.en-USCC BY 3.0 IGOSKILLSCIVIC PARTICIPATIONSCHOOL SYSTEMCOLLEGECOMPARATIVE EDUCATIONSCIENCE LABORATORY EQUIPMENTTEACHERSSTUDENT LEARNING OUTCOMESINFORMATION TECHNOLOGYSTUDENT-TEACHER RATIOSCHOOLINGINSTRUCTIONAL MATERIALSPARENTAL PARTICIPATIONSCHOOL DAYSCHOOL ENROLLMENTEDUCATIONAL ACHIEVEMENTEDUCATION POLICYHUMAN CAPITAL FORMATIONEXTERNAL EXAMINATIONSINTERNATIONAL EDUCATIONCAREERPAPERSADULT EDUCATIONTEACHER QUALIFICATIONSTEACHER PERFORMANCEREGULAR CURRICULUMSCHOOL LOCATIONOPEN ACCESSLITERACYTEXTBOOKSEDUCATION SECTORKNOWLEDGECOURSE CONTENTSCHOOLCHILDRENEDUCATION FOR ALLUNIVERSAL PRIMARY EDUCATIONLEARNING MATERIALSCHOOL BUDGETSQUALITY OF EDUCATIONTRAININGEDUCATION POLICIESPUPIL-TEACHER RATIOSCHOOL MEALSACADEMIC SUCCESSPRIVATE SCHOOLSGRADUATESCHOOL DAYSSCHOOL CLIMATEACADEMIC ACHIEVEMENTECONOMICS OF EDUCATIONSECONDARY SCHOOLSTUDENT ACHIEVEMENTEDUCATIONAL INPUTSSCHOOL AUTONOMYLEARNINGSCIENTIFIC LITERACYEDUCATION SYSTEMSTUDENT ASSESSMENT METHODSSCHOOL QUALITYRESEARCHTEACHER SALARIESSCHOOL STUDENTSPRIMARY SCHOOLTEACHINGQUALITY OF TEACHINGEDUCATIONAL POLICIESSCHOOL LEVELPROBLEM SOLVINGDIGITAL DIVIDELIBRARIESPARENTS’ EDUCATIONPRIMARY SCHOOLSLEARNERSREADINGRURAL EDUCATIONSCHOOL SIZENUMBER OF STUDENTS PER TEACHERHUMAN CAPITALSTUDENT ASSESSMENTRURAL SCHOOLSINVESTMENT IN EDUCATIONACADEMIC PERFORMANCETEACHER EDUCATIONTEACHER CERTIFICATIONSCIENCEGENDER DIFFERENCESSCHOOL EQUIPMENTVALUESSTUDENTSCHOOLSEDUCATION TEACHERSEDUCATION SERVICESAVAILABILITY OF BOOKSLEARNING OUTCOMESPUPIL-TEACHER RATIOSSTUDENT PERFORMANCEPUPIL- TEACHER RATIOSGRADUATION RATESTEACHER RATIOSTEXTBOOKINSTRUCTIONAL MATERIALQUALITY OF INSTRUCTIONKNOWLEDGE ECONOMYPRIVATE EDUCATIONRESEARCHERSLITERATUREEDUCATION FINANCECLASS SIZEREPORT CARDSDISADVANTAGED STUDENTSSCHOOL IMPROVEMENTADOLESCENTSSOCIAL WELFARECURRICULUMTEACHEREDUCATIONAL OUTCOMESQUALITY OF EDUCATION SERVICESSTUDENT‐TEACHER RATIOTEACHER RATIOETHICSACHIEVEMENT IN MATHEMATICSCOGNITIVE SKILLSLEVEL OF EDUCATIONQUALITY EDUCATIONCOMPUTERS IN EDUCATIONEDUCATIONSCHOOL PERFORMANCEASSESSMENT METHODSHUMAN RESOURCESSELECTION OF TEXTBOOKSSCHOOL DIRECTORSENROLLMENT OF CHILDRENSERVICE TRAININGRESOURCES FOR EDUCATIONSCIENCE LABORATORIESINSTRUCTIONCOMPUTER FACILITIESSCHOOL FINANCEPUBLIC SCHOOLPUBLIC SCHOOLSUNIVERSITYSTUDENTSSCHOOL GOVERNANCEPRIMARY LEVELLEARNING ASSESSMENTSNUMBER OF STUDENTSSTUDENTS PER TEACHERPERFORMANCE IN MATHEMATICSSCHOOL BUILDINGSPEDAGOGICAL MATERIALSPRIMARY EDUCATIONDEGREESTEACHER ABSENTEEISMSCHOOL PROGRAMCLASSROOMSSCHOOLSCHOOL INFRASTRUCTURESECONDARY EDUCATIONNUMBER OF TEACHERSQUALITY OF TEACHERSTERTIARY EDUCATIONSTUDENT LEARNINGSOCIAL MOBILITYRETURNS TO EDUCATIONPRIVATE SCHOOLWorking PaperWorld Bank10.1596/1813-9450-7518