We examine the relationship between schooling completed and mathematics learning from 2000 to 2014 by developing learning profiles for Indonesia. Using nearly-nationally representative survey data, we find a large gap between students’ ability and standards set by the national curriculum. Learning declined over 14 years, a loss of a fourth of a standard deviation. To put this loss in context, the average child in grade 7 in 2014 achieved the same numeracy mastry as the average child in grade 4 in 2000. The reduction in learning was widespread, affecting all subgroups. Junior and senior secondary enrollment increased over this timeframe, but this decline was not due to changes in student composition.

我们通过开发印度尼西亚的学习档案来研究 2000 年至 2014 年完成学业与数学学习之间的关系。使用几乎具有全国代表性的调查数据，我们发现学生的能力与国家课程设定的标准之间存在很大差距。学习在 14 年间下降，损失了四分之一的标准差。将这种损失放在背景中，2014 年 7 年级的平均儿童掌握了与 2000 年 4 年级的平均儿童相同的算术能力。学习减少是普遍的，影响到所有子群体。在此期间初中和高中入学率有所增加，但这种下降并不是由于学生构成的变化。