Understanding the Trends in Learning Outcomes in Argentina, 2000 to 2012

Abstract

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

Training to Teach Science: Experimental Evidence from Argentina

“…These figures do not include special and adult education.7 According toDe Hoyos, Holland, and Troiano (2015), there is a gradual increase in Argentina's Science scores between 2006 and 2012, but it is not statistically significant at conventional levels (95 percent).8 Argentina participated in PISA 2015, but its results were excluded from the main report due to problems with sample design. However, CABA participated as an adjudicated region and was included in the results.9 In a similar vein, results of the UNESCO Second Regional Comparative and Explanatory Study (SERCE), applied to students of third and sixth graders, show that only 11.4 percent of sixth-grade students were able to explain everyday situations based on scientific evidence, use models to explain natural phenomena, or draw conclusions based on data (UNESCO 2009).…”

Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina

“…9 The 1997 and 2006 assessments are not strictly comparable, but no other country participating in both assessments has changed its ranking so radically. Further, the deterioration in the relative standing of Argentine students is also seen in secondary(de Hoyos et al 2015;Ganimian 2013).…”