중남미

This paper seeks to understand what drove the trends in

learning outcomes in Argentina between 2000 and 2012,

using data from four rounds of the Program for International

Student Assessment. A year-specific education

production function is estimated and its results used to

decompose the changes in learning outcomes into changes

in inputs, parameters, and residuals via microsimulations.

Estimates of the production function show the importance

of socioeconomic status, gender, school autonomy,

and teacher qualifications to determine learning outcomes.

Despite an important increase in the level of resources