Stanford Graduate College of Education is dedicated to solving education’s best challenges. The increasingly long tails that we see in the distributions, are the result of cross-country inequalities in education growth – in the long run, we are able to see that there has been a considerable enhance in the dispersion of the years of schooling.
There are several international standardised exams that try to measure learning outcomes in a systematic means across international locations; but these exams are relatively new, and so they are inclined to cover only specific geographical areas and abilities.
This is exactly what Nadir Altinok, Noam Angrist and Harry Patrinos did in a new working paper: World Information Set on Education Quality (1965-2015) They collected information from a large set of psychometrically-sturdy international and regional pupil achievement exams obtainable since 1965, and so they linked them together in a typical measurement system.
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