Learning-Adjusted Years of Schooling : Defining A New Macro Measure of Education
The standard summary metric of education-based human capital used in macro analyses—the average number of years of schooling in a population—is based only on quantity. But ignoring schooling quality turns out to be a major omission. As recent resea...
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2018
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| Online Access: | http://documents.worldbank.org/curated/en/243261538075151093/Learning-Adjusted-Years-of-Schooling-LAYS-Defining-A-New-Macro-Measure-of-Education http://hdl.handle.net/10986/30464 |
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okr-10986-304642022-09-20T00:13:51Z Learning-Adjusted Years of Schooling : Defining A New Macro Measure of Education Filmer, Deon Rogers, Halsey Angrist, Noam Sabarwal, Shwetlena EDUCATIONAL ATTAINMENT LEARNING YEARS OF SCHOOLING HUMAN CAPITAL RETURNS TO EDUCATION STUDENT TESTING The standard summary metric of education-based human capital used in macro analyses—the average number of years of schooling in a population—is based only on quantity. But ignoring schooling quality turns out to be a major omission. As recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. This paper therefore proposes a new summary measure, Learning-Adjusted Years of Schooling (LAYS), that combines quantity and quality of schooling into a single easy-to-understand metric of progress. The cross-country comparisons produced by this measure are robust to different ways of adjusting for learning (for example, by using different international assessments or different summary learning indicators), and the assumptions and implications of LAYS are consistent with other evidence, including other approaches to quality adjustment. The paper argues that (1) LAYS improves on the standard metric, because it is a better predictor of important outcomes, and it improves incentives for policymakers; and (2) its virtues of simplicity and transparency make it a good candidate summary measure of education. 2018-09-28T16:03:11Z 2018-09-28T16:03:11Z 2018-09 Working Paper http://documents.worldbank.org/curated/en/243261538075151093/Learning-Adjusted-Years-of-Schooling-LAYS-Defining-A-New-Macro-Measure-of-Education http://hdl.handle.net/10986/30464 English Policy Research Working Paper;No. 8591 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper |
| repository_type |
Digital Repository |
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Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
EDUCATIONAL ATTAINMENT LEARNING YEARS OF SCHOOLING HUMAN CAPITAL RETURNS TO EDUCATION STUDENT TESTING |
| spellingShingle |
EDUCATIONAL ATTAINMENT LEARNING YEARS OF SCHOOLING HUMAN CAPITAL RETURNS TO EDUCATION STUDENT TESTING Filmer, Deon Rogers, Halsey Angrist, Noam Sabarwal, Shwetlena Learning-Adjusted Years of Schooling : Defining A New Macro Measure of Education |
| relation |
Policy Research Working Paper;No. 8591 |
| description |
The standard summary metric of
education-based human capital used in macro analyses—the
average number of years of schooling in a population—is
based only on quantity. But ignoring schooling quality turns
out to be a major omission. As recent research shows,
students in different countries who have completed the same
number of years of school often have vastly different
learning outcomes. This paper therefore proposes a new
summary measure, Learning-Adjusted Years of Schooling
(LAYS), that combines quantity and quality of schooling into
a single easy-to-understand metric of progress. The
cross-country comparisons produced by this measure are
robust to different ways of adjusting for learning (for
example, by using different international assessments or
different summary learning indicators), and the assumptions
and implications of LAYS are consistent with other evidence,
including other approaches to quality adjustment. The paper
argues that (1) LAYS improves on the standard metric,
because it is a better predictor of important outcomes, and
it improves incentives for policymakers; and (2) its virtues
of simplicity and transparency make it a good candidate
summary measure of education. |
| format |
Working Paper |
| author |
Filmer, Deon Rogers, Halsey Angrist, Noam Sabarwal, Shwetlena |
| author_facet |
Filmer, Deon Rogers, Halsey Angrist, Noam Sabarwal, Shwetlena |
| author_sort |
Filmer, Deon |
| title |
Learning-Adjusted Years of Schooling : Defining A New Macro Measure of Education |
| title_short |
Learning-Adjusted Years of Schooling : Defining A New Macro Measure of Education |
| title_full |
Learning-Adjusted Years of Schooling : Defining A New Macro Measure of Education |
| title_fullStr |
Learning-Adjusted Years of Schooling : Defining A New Macro Measure of Education |
| title_full_unstemmed |
Learning-Adjusted Years of Schooling : Defining A New Macro Measure of Education |
| title_sort |
learning-adjusted years of schooling : defining a new macro measure of education |
| publisher |
World Bank, Washington, DC |
| publishDate |
2018 |
| url |
http://documents.worldbank.org/curated/en/243261538075151093/Learning-Adjusted-Years-of-Schooling-LAYS-Defining-A-New-Macro-Measure-of-Education http://hdl.handle.net/10986/30464 |
| _version_ |
1764472183929700352 |