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Impacto del Programa Computadores para Educar" en la deserción estudiantil, el logro escolar y el ingreso a la educación superior"

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Author Info

  • Catherine Rodríguez Orgales

    ()

  • Fabio Sánchez Torres

    ()

  • Juliana Márquez Zúñiga

    ()

Abstract

Utilizando información individual de estudiantes que asisten a las escuelas oficiales este documento examina el impacto del programa Computadores para Educar (CPE) en varios resultados educativos. Este programa otorga computadores a las escuelas beneficiadas y brinda entrenamiento a los maestros de estas para el uso de las Tecnologías de la Información en la pedagogía y el aprendizaje. Específicamente, se analiza el impacto del programa en la tasa de deserción, el logro escolar -medido a través del puntaje estandarizado en la prueba de Estado Colombiano SABER11 (Examen ICFES)- y en el ingreso a la educación superior. Los resultados indican que el programa CPE disminuye la tasa de deserción, incrementa los puntajes de las pruebas estandarizadas y aumenta la probabilidad de ingresar a la educación superior. Además, se encontró que entre más tiempo lleve la escuela como beneficiaria del programa los efectos sobre las variables mencionadas son mayores. Los resultados son robustos frente a distintas especificaciones y grupos de control y se mantienen al utilizar variables instrumentales para corregir problemas de posible autoselección de las escuelas o de variables omitida.

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Bibliographic Info

Paper provided by UNIVERSIDAD DE LOS ANDES-CEDE in its series DOCUMENTOS CEDE with number 008744.

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Length: 65
Date of creation: 28 Mar 2011
Date of revision:
Handle: RePEc:col:000089:008744

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Related research

Keywords: Computadores para Educar; deserción; calidad de la educación; TICs eneducación; educación superior.;

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  1. Banerjee, Abhijit & Cole, Shawn & Duflo, Esther & Linden, Leigh, 2006. "Remedying Education: Evidence from Two Randomized Experiments in India," CEPR Discussion Papers 5446, C.E.P.R. Discussion Papers.
  2. Thomas Fuchs & Ludger Wößmann, 2005. "Computers and Student Learning:Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School," Ifo Working Paper Series Ifo Working Paper No. 8, Ifo Institute for Economic Research at the University of Munich.
  3. Barrera-Osorio, Felipe & Linden, Leigh L., 2009. "The use and misuse of computers in education : evidence from a randomized experiment in Colombia," Policy Research Working Paper Series 4836, The World Bank.
  4. Borghans, Lex & ter Weel, Bas, 2004. "Are computer skills the new basic skills? The returns to computer, writing and math skills in Britain," Labour Economics, Elsevier, vol. 11(1), pages 85-98, February.
  5. Alderman, Harold, et al, 1996. "The Returns to Endogenous Human Capital in Pakistan's Rural Wage Labour Market," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 58(1), pages 29-55, February.
  6. Joshua Angrist & Victor Lavy, 1999. "New Evidence on Classroom Computers and Pupil Learning," NBER Working Papers 7424, National Bureau of Economic Research, Inc.
  7. Austan Goolsbee & Jonathan Guryan, 2002. "The Impact of Internet Subsidies in Public Schools," NBER Working Papers 9090, National Bureau of Economic Research, Inc.
  8. Stephen Machin & Sandra McNally & Olmo Silva, 2007. "New Technology in Schools: Is There a Payoff?," Economic Journal, Royal Economic Society, vol. 117(522), pages 1145-1167, 07.
  9. Lisa Barrow & Lisa Markham & Cecilia Elena Rouse, 2007. "Technology’s edge: the educational benefits of computer-aided instruction," Working Paper Series WP-07-17, Federal Reserve Bank of Chicago.
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Cited by:
  1. Felipe Barrera-Osorio & Darío Maldonado & Catherine Rodríguez, 2012. "Calidad de la Educación Básica y Media en Colombia: Diagnóstico y Propuestas," DOCUMENTOS CEDE 010321, UNIVERSIDAD DE LOS ANDES-CEDE.

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