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Hierarchical Organization and School Academic Achievement in Medellin: An Analysis from the Educational Production Function

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Author Info

  • David Tobón

    ()
    (Grupo de Microeconomía Aplicada, Universidad de Antioquia)

  • Germán Darío Valencia Agudelo

    ()
    (grupos de investigación de Estudios Políticos y Microeconomía Aplicada de la Universidad de Antioquia)

  • Paul Ríos Gallego

    ()
    (Grupo de Microeconomía Aplicada de la Universidad de Antioquia)

  • John Fredy Bedoya

    ()
    (Grupo de Microeconomía Aplicada de la Universidad de Antioquia)

Abstract

In this paper we are interested in investigating the student's performance in the ICFES test in Medellin, taking into account different inputs and the interaction between these inputs and outcomes. We characterize the teaching process by assuming that it could be described by an academic achievement production function and considering the educational hierarchical organization. We use the information contained in a survey applied to 732 teachers and 105 principals. Additionally, this survey contains information about the relationship between students, parents, teachers and principals. Our results suggest that academic achievement is improved by introducing institutional changes; which, in turn, strength the commitment of the actors involved in the educational process, as well as the quality of the initial condition among the students.

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Bibliographic Info

Article provided by Universidad de Antioquia, Departamento de Economía in its journal LECTURAS DE ECONOMÍA.

Volume (Year): (2008)
Issue (Month): 68 (Enero-Junio)
Pages: 145-173

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Handle: RePEc:lde:journl:y:2008:i:68:p:145-173

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Web page: http://economia.udea.edu.co
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Postal: Lecturas de Economía, Departamento de Economía, Calle 67, 53-108, Medellin 050010, Colombia.

Related research

Keywords: economics of education; production function; hierarchical arrangement; quality and efficiency educational;

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  1. Bacolod, Marigee P. & Tobias, Justin L., 2006. "Schools, school quality and achievement growth: Evidence from the Philippines," Economics of Education Review, Elsevier, vol. 25(6), pages 619-632, December.
  2. Brasington, D. M., 2003. "The supply of public school quality," Economics of Education Review, Elsevier, vol. 22(4), pages 367-377, August.
  3. Fertig, Michael & Wright, Robert E., 2004. "School Quality, Educational Attainment and Aggregation Bias," IZA Discussion Papers 994, Institute for the Study of Labor (IZA).
  4. Alejandro GAVIRIA, 2001. "Determinantes de la calidad de la educación en Colombia," ARCHIVOS DE ECONOMÍA 002301, DEPARTAMENTO NACIONAL DE PLANEACIÓN.
  5. Ahmed, Akhter U. & del Ninno, Carlo, 2002. "The Food For Education program in Bangladesh," FCND discussion papers 138, International Food Policy Research Institute (IFPRI).
  6. Heshmati, Almas, 2002. "Quality adjusted measures of services in public schools," European Journal of Operational Research, Elsevier, vol. 136(3), pages 655-670, February.
  7. Marcotte, Dave E., 2007. "Schooling and test scores: A mother-natural experiment," Economics of Education Review, Elsevier, vol. 26(5), pages 629-640, October.
  8. Ahmed, Akhter U. & Arends-Kuenning, Mary, 2006. "Do crowded classrooms crowd out learning? Evidence from the food for education program in Bangladesh," World Development, Elsevier, vol. 34(4), pages 665-684, April.
  9. Bratti, Massimiliano & Checchi, Daniele & Filippin, Antonio, 2007. "Territorial Differences in Italian Students’ Mathematical Competencies: Evidence from PISA 2003," IZA Discussion Papers 2603, Institute for the Study of Labor (IZA).
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