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Schooling progress, learning reversal: Indonesia's learning profiles between 2000 and 2014.

Amanda Beatty1, Emilie Berkhout2, Luhur Bima3

  • 1Mathematica, 955 Massachusetts Avenue, Cambridge, MA, 02139, USA.

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Summary
This summary is machine-generated.

Indonesian students experienced a significant decline in mathematics learning between 2000 and 2014. Despite increased school enrollment, learning outcomes worsened, with a 7th grader in 2014 performing like a 4th grader in 2000.

Keywords:
CurriculumDevelopmentEducational policyIndonesiaInternational educationLearning profiles

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Area of Science:

  • Education Policy
  • Learning Sciences
  • Development Economics

Background:

  • Examining the link between educational attainment and student learning outcomes is crucial for effective policy.
  • Indonesia has seen increased secondary school enrollment, necessitating an analysis of learning quality.
  • Understanding learning trajectories is vital for addressing educational disparities.

Purpose of the Study:

  • To develop learning profiles for Indonesia from 2000 to 2014.
  • To analyze the relationship between schooling completed and mathematics learning.
  • To assess the gap between student abilities and national curriculum standards.

Main Methods:

  • Utilized nearly-nationally representative survey data to construct learning profiles.
  • Analyzed trends in mathematics learning and numeracy mastery over a 14-year period.
  • Examined changes in student composition relative to enrollment increases.

Main Results:

  • A significant decline in mathematics learning was observed over 14 years.
  • Learning loss equivalent to a fourth of a standard deviation occurred.
  • Students' numeracy mastery in 2014 regressed to 2000 levels (Grade 7 in 2014 matched Grade 4 in 2000).
  • Learning decline was pervasive across all student subgroups.
  • Increased enrollment did not correlate with the observed learning decrease.

Conclusions:

  • Despite increased schooling, mathematics learning in Indonesia significantly declined between 2000 and 2014.
  • The findings highlight a critical issue of learning quality despite expanded access to education.
  • Addressing this learning deficit is essential for improving educational standards and student achievement.