TY - JOUR TI - Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms AU - Evans, David K. AU - Yuan, Fei AB - In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning -- if sustained over time -- may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. DA - 2019/02// PY - 2019 DO - 10.1596/1813-9450-8752 DP - openknowledge.worldbank.org ST - Equivalent Years of Schooling UR - http://hdl.handle.net/10986/31315 Y2 - 2023/09/21/17:23:05 ER - TY - RPRT TI - How big are effect sizes in international education studies? AU - Evans, David AU - Yuan, Fei AB - In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries. DA - 2020/// PY - 2020 LA - en PB - Center for Global Development UR - https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies Y2 - 2021/02/18/10:46:49 ER - TY - RPRT TI - Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms AU - Evans, David K AU - Yuan, Fei T2 - World Bank Policy Research AB - In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning -- if sustained over time -- may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. CY - Washington, DC DA - 2019/02// PY - 2019 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank SN - 8752 ST - Equivalent Years of Schooling UR - https://openknowledge.worldbank.org/handle/10986/31315 Y2 - 2022/01/11/20:21:55 KW - Education KW - Impact Evaluation KW - Learning Outcomes KW - Lifetime Earnings KW - Net Present Value KW - Poverty Reduction KW - Years of Schooling KW - ___working_potential_duplicate ER - TY - ELEC TI - What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls | The World Bank Economic Review | Oxford Academic AU - Evans, David K AU - Yuan, Fei DA - 2022/// PY - 2022 UR - https://academic.oup.com/wber/article/36/1/244/6278419?login=false Y2 - 2022/03/24/10:42:38 ER -