The Effects of School Zoning Policy on Student Learning Outcomes


This study is part of RISE Programme in Indonesia, a large scale, multi-country research program that seeks to understand how school systems in the developing world can overcome the learning crisis and deliver better learning for all. The study is one of the components in the Reform Area B that seeks to understand the impact of district education policies.

Since first launched, the Zoning-Based New Student Registration Program (PPDB) has received mixed responses. We examine the impact of the new zoning policy on junior secondary school students in Yogyakarta.


To measure the impact of the zoning-based school admission policy on student learning outcomes in Yogyakarta’s public and private schools.


We use a quantitative method with two main data sources to estimate the impact of the zoning policy on learning outcomes. The first data is the scores of the regional school final examination (Ujian Akhir Sekolah Daerah or UASDA) of public and private school students in Yogyakarta in 2017 and 2018. We collected the second data in 2019 and 2020 from 16 public and 30 private junior secondary schools using our own student learning assessment instrument. We used stratified sampling to create representative samples of all private junior secondary schools in Yogyakarta.

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Goldy Fariz Dharmawan
Team Member 
Daniel Suryadarma
Goldy Fariz Dharmawan
Florischa Ayu Tresnatri
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Project Donor 
RISE Programme is supported through grants from the United Kingdom’s Department for International Development (DFID), the Australian Government’s Department of Foreign Affairs and Trade (DFAT), and Bill and Melinda Gates Foundation
Managing Partner 
Oxford Policy Management (OPM) and Blavatnik School of Government at the University of Oxford
Technical Partner 
Amsterdam Institute for Global Health and Development (AIGHD) and Mathematica Policy Research
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