Too hard, too easy, or just right: The productivity of schooling and the match between child skill and school complexity

Juan F. Castro; Lucciano Villacorta

doi:10.1093/wber/lhae013

Too hard, too easy, or just right: The productivity of schooling and the match between child skill and school complexity

Juan F. Castro, Lucciano Villacorta

Producción científica: Contribución a una revista › Artículo de revista › revisión exhaustiva

Resumen

Este estudio propone una forma novedosa de modelar los efectos heterogéneos de la escolaridad basada en la noción de que el aprendizaje se maximiza cuando la habilidad del niño coincide con la complejidad de las experiencias de aprendizaje en la escuela. Ofrece evidencia directa sobre la importancia de esta coincidencia utilizando información longitudinal sobre puntajes de pruebas y escolaridad alcanzada por niños de Perú, India y Vietnam. Utilizando datos de Perú, también encuentra que la relación entre el efecto de la escolaridad y la habilidad temprana del niño puede seguir una forma de U invertida. Aumentar la habilidad temprana del niño aumentará la productividad de la escuela hasta el punto en que coincida con la complejidad escolar. Sin embargo, aumentos adicionales en la habilidad del niño reducirán la productividad de la escolaridad ya que ampliarán la falta de correspondencia. Si uno relaciona la calidad de las escuelas con la cantidad de aprendizaje que producen, este marco predice que se pueden lograr mejoras en la calidad al reducir estas discrepancias.

Idioma original	Inglés
Publicación	World Bank Economic Review
DOI	https://doi.org/10.1093/wber/lhae013
Estado	Publicada - 4 abr. 2024

Palabras clave

Efecto de la escolaridad
Habilidad temprana del niño
Coincidencia instruccional

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

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10.1093/wber/lhae013

1 Documento de trabajo

Too hard, too easy, or just right: dynamic complementarity and substitutability in the production of skill
Castro Carlín, J. F., dic. 2020, Perú.
Producción científica: Documento de trabajo

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abstract = "This study proposes a novel way of modeling the heterogeneous effects of schooling based on the notion that learning is maximized when the skill of the child matches the complexity of the learning experiences at school. It offers direct evidence about the importance of this match using longitudinal information on test scores and schooling attained by children from Peru, India, and Vietnam. Using data from Peru, it also finds that the relation between the effect of schooling and early childhood skill can follow an inverted-U shape. Increasing early childhood skill will raise the productivity of the school up to the point where it matches school complexity. Further increases in child skill, however, will reduce the productivity of schooling as they will widen the mismatch. If one relates the quality of schools to the amount of learning they produce, this framework predicts that quality gains can be achieved by reducing these mismatches.",

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KW - Effect of schooling

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M3 - Article in a journal

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Too hard, too easy, or just right: The productivity of schooling and the match between child skill and school complexity

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ODS de las Naciones Unidas

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Producción científica

Too hard, too easy, or just right: dynamic complementarity and substitutability in the production of skill

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