how learning gaps emerge_findings from young lives
DESCRIPTION
Dr Santiago Cueto, Country Director of Young Lives in Peru, presented findings on learning gaps and how they emerge over time. Data from the Young Lives household survey in Round 1 show how cognitive development levels at age 5 are similar across the four study countries, especially between Vietnam and Peru (with India closely behind). But by age 8, children in Vietnam out-performed other countries in Maths test scores after only one or two years in school (although in Ethiopia children start school later). Our evidence also shows that teaching quality counts, such as the number and type of exercises given and regular marking of books by teachers.TRANSCRIPT
Learning Gaps and How They Emerge
Over Time: Evidence from Four
Countries
Dr Santiago Cueto, Country Director
Young Lives, Peru
September, 2014
September 2014
Household Survey Data: At age 5 cognitive development
levels are similar, especially between Vietnam and Peru (and
India closely behind)
- Vietnam: 525
- Peru: 520
- India: 498
- Ethiopia: 454 Source: A. Singh (2014)
Sample item: “Look at the bowls of
eggs. Point to the bowl that has the
most eggs. (Point to the bowl that has
the most eggs.)”
September 2014
By age 8 children in Vietnam outperform other countries in
Maths test scores (Rolleston)
- Vietnam: 565
- Peru: 518
- India: 496
- Ethiopia: 419 Source: A. Singh (2014)
Sample items:
Jane has 2 apples and she receives
3 more apples. How many apples
does she have now? (use
Numeracy Card E)
15 x 9 =______
September 2014
Learning gains at school vary across countries,
and are more favourable in Vietnam and Peru
•We take advantage that our older cohort was around 12 in 2006 (R2) and our younger the same age in 2013 (R4). •The results show that children in the YC in Vietnam and Peru are achieving above the OC in maths, but,
•Children in the YC in India and Ethiopia are achieving below the OC.
•Divergence with Vietnam largely caused by differential effectiveness of schooling (annual gain about 0.4 sd).
September 2014
Teaching quality counts (R, Singh, 2013). An
example from a notebook in Peru
September 2014
Educational opportunities are highly correlated with
socioeconomic status, an example from Peru
416 552
831 24
45
118
22
38
48
7
15
45
201
248
643
Lowest Tercile (n=34) Middle Tercile (n=34) Highest Tercile (n=34)
Numeracy
Geometry
Measurement
Statistics
Not in curriculum
Exercises : 670
Exercises: 898
Exercises: 1,686
September 2014
The perverse triangle in education
Individual and family characteristics
Students educational outcomes
Educational opportunities
September 2014
Policy options to break the
perverse triangle
• A focus on quality of schooling and equity seem to be the best bet for educational systems (e.g. Vietnam).
• Peru is trying to increase the educational opportunities of those who lag behind (through an after-class program of pedagogical support).