In this paper, Goldy and Daniel take advantage of a government policy to change the mode of the national examination administration, from paper-based to computer-based testing, to estimate the quality of education in Indonesia at the district level. The results indicate that education quality across the country's districts is highly heterogeneous. The gap in results between the highest-scoring and lowest-scoring districts shows that children in the latter have been attending schools for nine years with minimal learning outcomes.
The article was published by ISEAS – Yusof Ishak Institute.
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