Key findings from the 2016-17 Young Lives School Surveys: School effectiveness in Ethiopia, India, Vietnam and Peru

1. School effectiveness in Ethiopia,
India, Vietnam & Peru
#YLEducation
Key findings from the 2016-17
Young Lives School Surveys
4 September 2017

2. OVERVIEW
 Introduction to Young Lives and the 2016-17 school surveys
 Key findings on school effectiveness in India, Ethiopia, Vietnam &
Peru:
• Private schools in India: more learning, more inequality?
• Ethiopia: differential school effectiveness
• Vietnam: education for the 21st century?
• Peru: Inequalities in educational opportunities and outcomes
 What can we learn from comparable learning metrics?

3. YOUNG LIVES: INTRODUCTION
 Longitudinal survey of children, their
households, schools and communities
running for 15 years from 2002
 12,000 children in four countries –
Ethiopia, India (Andhra Pradesh &
Telangana), Peru, Vietnam
 Two age cohorts in each country:
• 2,000 children born in 2000-01
• 1,000 children born in 1994-95
 Pro-poor sample: 20 sites in each country
selected to reflect national diversity

4. VISUALISING THE HOUSEHOLD DATA

5. YOUNG LIVES: SCHOOL SURVEYS
 Young Lives school surveys:
introduced in 2010
 Conducted with a sub-sample of
Young Lives children and their peers
 2016-17 school surveys: school
effectiveness in Ethiopia, India and
Vietnam
• Ethiopia: upper primary (Grades 7-8)
• India: lower secondary (Grade 9)
• Vietnam: upper secondary (Grade 10)
Country Sites Schools Students
India 20 205 9,820
Vietnam 14 52 8,860
Ethiopia 30 64 12,182

6. YOUNG LIVES: SCHOOL SURVEYS 2016-17
School effectiveness design:
 Student performance in terms of
progress (rather than cross-sectional
measure)
 The teaching and learning processes that
affect student progress
 The ‘value-added’ of one year of school
To do this, we administered:
 Cognitive tests at beginning and end of
one school year
 Background instruments and psychosocial
measures to contextualise learning
progress

7. YOUNG LIVES: SCHOOL SURVEYS 2016-17
Value-added analysis:
 Learning progress attributable to schools
and teachers after removing prior
attainment and background effects
 Does not focus on the absolute levels of
attainment, but on how much students
have improved during the school year,
whatever their initial learning levels
were
 Provides a summary measure of school
quality

8. YOUNG LIVES: SCHOOL SURVEYS 2016-17
Key research questions:
 What are students’ learning levels in core curricular and transferable
skills domains, and how do levels compare across and between
contexts?
 How do students progress over time, and what are the predictors of
learning attainment and progress?
 What are the axes of inequality and inequity which shape educational
trajectories and how might they be mitigated?
 What are the characteristics of effective schools in particular
contexts, and how does school effectiveness vary according to key
policy choices – e.g. public and private schooling, language of
instruction, etc.?

9. YOUNG LIVES: PERU SCHOOL SURVEY 2017
 Aim: to analyse inequality of
opportunities and outcomes at the end
of secondary education in Peru
 Sample:
• 8,474 students: including 510
Young Lives children
• 181 schools: 69 private, 112
public schools
• 9 regions
 Cross-sectional design: one
measurement of student performance
(mid-school year, 2017)

10. YOUNG LIVES: PERU SCHOOL SURVEY 2017
INSTRUMENTS
Questionnaires
• Headmaster questionnaire
• Teacher questionnaire (Maths & Language)
• Student questionnaire
Achievement tests
• Reading comprehension test
• Mathematics test
School observation
guide
• School registry

11. YOUNG LIVES: PERU SCHOOL SURVEY 2017
VARIABLES
Educational
processes
• Classroom climate
• School management
• School infrastructure
• School educational resources
• Teacher performance
• Responsiveness (school bilingual teaching)
Educational
outcomes
• Reading comprehension
• Mathematics
• Educational aspirations and expectations