Author: Sandefur, Justin
Full Citation: Sandefur, J. (2016). Internationally comparable mathematics scores for fourteen African countries (CGD Working Paper 444). Washington, DC: Center for Global Development. Retrieved from https://www.cgdev.org/sites/default/files/math-scores-fourteen-african-countries0.pdf
Overview: Internationally comparable test scores play a central role in both research and policy debates on education. However, the main international testing regimes, such as PISA, TIMSS, or PIRLS, include very few low-income countries. For instance, most countries in Southern and Eastern Africa have opted instead for a regional assessment known as SACMEQ. This paper exploits an overlap between the SACMEQ and TIMSS tests—in both country coverage, and questions asked—to assess the feasibility of constructing global learning metrics by equating regional and international scales.
Findings: I compare three different equating methods and find that learning levels in this sample of African countries are consistently:
- low in absolute terms, with average pupils scoring below the fifth percentile for most developed economies;
- significantly lower than predicted by African per capita GDP levels; and
- converging slowly, if at all, to the rest of the world during the 2000s.