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
Páginas (desde-hasta)	26-41
Número de páginas	16
Publicación	World Bank Economic Review
Volumen	39
N.º	1
Fecha en línea anticipada	4 abr. 2024
DOI	https://doi.org/10.1093/wber/lhae013
Estado	Publicada - 1 feb. 2025

Nota bibliográfica

Publisher Copyright:
© The Author(s) 2024. Published by Oxford University Press on behalf of the International Bank for Reconstruction and Development / THE WORLD BANK. All rights reserved.

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

ODS 10: Reducción de las desigualdades
ODS 17: Alianzas para lograr los objetivos

Palabras clave

Efecto de la escolaridad
Habilidad temprana del niño
Coincidencia instruccional

Acceder al documento

10.1093/wber/lhae013

Otros archivos y enlaces

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

Acceso abierto

Citar esto

@article{ceffd545f4424f438b7df7a21e93bf75,

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

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.",

keywords = "Efecto de la escolaridad, Habilidad temprana del ni{\~n}o, Coincidencia instruccional, Effect of schooling, Early childhood skill,, Instructional match, instructional match, effect of schooling, early childhood skill",

author = "Castro, \{Juan F.\} and Lucciano Villacorta",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2024. Published by Oxford University Press on behalf of the International Bank for Reconstruction and Development / THE WORLD BANK. All rights reserved.",

year = "2025",

month = feb,

day = "1",

doi = "10.1093/wber/lhae013",

language = "English",

volume = "39",

pages = "26--41",

journal = "World Bank Economic Review",

issn = "0258-6770",

publisher = "Oxford University Press",

number = "1",

}

TY - JOUR

T1 - Too hard, too easy, or just right

T2 - The productivity of schooling and the match between child skill and school complexity

AU - Castro, Juan F.

AU - Villacorta, Lucciano

PY - 2025/2/1

Y1 - 2025/2/1

N2 - 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.

AB - 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.

KW - Efecto de la escolaridad

KW - Habilidad temprana del niño

KW - Coincidencia instruccional

KW - Effect of schooling

KW - Early childhood skill,

KW - Instructional match

KW - instructional match

KW - effect of schooling

KW - early childhood skill

UR - https://www.mendeley.com/catalogue/62850e4f-6552-3854-b36a-8a8187a840bc/

UR - https://www.scopus.com/pages/publications/85217151251

U2 - 10.1093/wber/lhae013

DO - 10.1093/wber/lhae013

M3 - Article in a journal

SN - 0258-6770

VL - 39

SP - 26

EP - 41

JO - World Bank Economic Review

JF - World Bank Economic Review

IS - 1

ER -

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

Resumen

Nota bibliográfica

ODS de las Naciones Unidas

Palabras clave

Acceder al documento

Otros archivos y enlaces

Huella

Producción científica

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

Citar esto