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¿Rankings educativos: indicadores de resultados o de diferencias socioeconómicas?

In: Investigaciones de Economía de la Educación 5

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Author Info

  • David Trillo

    ()
    (Universidad Rey Juan Carlos)

  • Nuria Alonso

    ()
    (Universidad Rey Juan Carlos)

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    Abstract

    En el trabajo se reflexiona sobre los problemas metodológicos de las evaluaciones de la calidad educativa a partir de pruebas de nivel en el final de la enseñanza obligatoria en Madrid. Se revisan los indicadores utilizados en la literatura sobre modelos de rendimiento escolar y se analiza la dificultad para encontrar factores explicativos generalizables fuera de las muestras utilizadas. En el caso de la Comunidad de Madrid se analiza el fenómeno a partir de los dos únicos trabajos publicados hasta la fecha sobre este tema. La conclusión fundamental es que las diferencias socioeconómicas individuales inciden de manera fundamental en los resultados de los alumnos. Para el diseño de políticas habría que ahondar en el trabajo de campo en los colegios con dificultades para detectar problemas concretos que afectan al rendimiento, los resultados de los modelos son un punto de partida para seguir investigando y trabajando por una mejora real de los procesos educativos.

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    Bibliographic Info

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    This chapter was published in:

  • María Jesús Mancebón-Torrubia & Domingo P. Ximénez-de-Embún & José María Gómez-Sancho & Greg (ed.), 2010. "Investigaciones de Economía de la Educación," E-books Investigaciones de Economía de la Educación, Asociación de Economía de la Educación, edition 1, volume 5, number 05, 6.
    This item is provided by Asociación de Economía de la Educación in its series Investigaciones de Economía de la Educación volume 5 with number 05-52.

    Handle: RePEc:aec:ieed05:05-52

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    Web page: http://www.economicsofeducation.com
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    Related research

    Keywords: Educación; rendimiento; función de producción de conocimientos; distribución de la renta;

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    1. Eide, Eric & Showalter, Mark H., 1998. "The effect of school quality on student performance: A quantile regression approach," Economics Letters, Elsevier, vol. 58(3), pages 345-350, March.
    2. Eric A. Hanushek & Steven G. Rivkin & Lori L. Taylor, 1996. "Aggregation and the Estimated Effects of School Resources," NBER Working Papers 5548, National Bureau of Economic Research, Inc.
    3. Figlio, David N., 1999. "Functional form and the estimated effects of school resources," Economics of Education Review, Elsevier, vol. 18(2), pages 241-252, April.
    4. Dewey, James & Husted, Thomas A. & Kenny, Lawrence W., 1999. "The ineffectiveness of school inputs: a product of misspecification?," Economics of Education Review, Elsevier, vol. 19(1), pages 27-45, February.
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