Aede Iss Aksel

8/11/2019 Aede Iss Aksel

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Acceleration orInternationalization? A Cost

Effectiveness-Analysis ofImproving School Quality inIndonesiaMohamad Fahmi*, Achmad Maulana, and Arief Anshory Yusuf

Centre of Economics and Development Studies (CEDS)Universitas Padjadjaran, INDONESIA


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Background

This paper is one of the output of the Strengthening InstituImprove Public Expenditure AccountabilityProjectthat orgthe Global Development Network (GDN) in 2009-2013.

Based on the Law of Education 2003, the Government of Indintroduced two programs to improve school quality in Indon

The International Standard Schools and Acceleration Class Program


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Objectives

1. To estimate the impact of the International Standard SchoProgram and Acceleration Class Programs on School Perfomeasured by their average national exam score.

2. To estimate and compare the cost effectiveness of the twopolicies.


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International Standard School (ISS)

The Objective: is to encourage the continuing process ofbenchmarking of educational quality toward international squality.

The view of ISS:

The quality of teachers and facilities should meet international sta

Using international languages (mostly in English) Using communication technologies in teaching

ISS requires significantly higher budget than a local school >school may require participation from parents.


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The Acceleration Class Program (AC

Many studies support that gifted education will increase acaachievement of high-ability students (e.g., Daurio, 1979, CarLynch and Mills, 1990, Parke, 1983, Reis, 1993, Roberts, 199Stoddard and Renzulli, 1983, Delcourt et al., 2007, Steenberand Moon, 2011, Kulik and Kulik, 1984, Kulik and Kulik, 1992


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Educational types of accelerative programs (Southern and Jones, 2004)


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There are 3 model of ACP:1. regular class model with cluster and/or pull out,

2. special class model

3. special school model.

Acceleration program in Indonesian schools is generally a grskipping (Akbar and Hawadi, 2002).

Primary education can be finished in 5 years (instead of 6), wsecondary school student with a distinction academic abilitygraduate in 2 years (3).


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Data and Method

We calculated student performance score from the 3rd

and 4of Indonesian Family Life Survey (IFLS) that conducted in 202007.

IFLS is an on-going longitudinal survey that the sample isrepresentative of about 83% of the Indonesian population acontains over 30,000 individuals living in 13 of the 27 provincountry.

All cost data is provided by the Ministry of National Educatio


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Data and Method

School performance: measured by national exam scores in tsubjects; Indonesian Language and Mathematics.

Difference in Difference method to estimate the impact of tprograms.

We calculate a cost per student per year as we divide the to

both program in a year (2007) by total number of students wparticipate in both programs.

We combined student exam score and cost data to estimateeffectiveness and compare them between the two program


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Data and Method


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Data and Method

We use the Cost Effectiveness Ratios (CER) In analyzing the rbenefit and cost of two programs.

The CER is then defined as

CER=


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Effectiveness Measure of AcceleratiClass Program


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Comparison Cost Effectiveness of TPrograms


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