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Doble jornada escolar y calidad de la educación en Colombia

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  • Leonardo Bonilla Mejía

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Abstract

La calidad de la educación es uno de los principales determinantes del crecimiento económico y el desarrollo. El principal objetivo del presente documento es evaluar si la doble jornada escolar tiene efectos negativos sobre la calidad de la educación en Colombia. Para esto se estima el efecto local promedio del tratamiento a partir de regresiones con variables instrumentales. Los resultados son consistentes con la evidencia internacional: estudiar en jornada completa tiene un impacto positivo sobre los resultados académicos, especialmente cuando se compara con los estudiantes de la jornada de la tarde. Además, se aproximan los costos fijos de la implementación de una jornada diurna única en Colombia. Se trata sin duda de una suma considerable, pero alcanzable, sobre todo si se compara con el presupuesto de inversión de otras áreas. ABSTRACT: Quality of education is one of the most important determinants of economic growth and development. The main purpose of this paper is to evaluate if double-shift schooling has a negative effect on the quality of education in Colombia. Instrumental variables regressions are used to estimate the local average treatment effects. Results are consistent with international evidence: Attending single-shift schools has a positive impact on academic performance, particularly if compared to students attending the afternoon shift. The fixed costs of implementing a single-shift school system in Colombia are also estimated. Without any doubt, it is a very big investment, yet reachable, especially when compared to the public expenditures on other areas.

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Bibliographic Info

Paper provided by BANCO DE LA REPÚBLICA - ECONOMÍA REGIONAL in its series DOCUMENTOS DE TRABAJO SOBRE ECONOMÍA REGIONAL with number 008352.

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Date of creation: 28 Apr 2011
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Handle: RePEc:col:000102:008352

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Keywords: Education; quality of education; Double-shift schooling.;

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  1. Lee, J.-W. & Barro, R.J., 1998. "Schooling Quality in a Cross Section of Countries," Papers 659, Harvard - Institute for International Development.
  2. Ana María Iregui & Ligia Melo B. & Jorge Ramos, . "Evaluación y análisis de eficiencia de la educación en Colombia," Borradores de Economia 381, Banco de la Republica de Colombia.
  3. Ana María Iregui & Ligia Melo & Jorge Ramos, 2007. "Análisis de eficiencia de la educación en Colombia," REVISTA DE ECONOMÍA DEL ROSARIO, UNIVERSIDAD DEL ROSARIO.
  4. Victor Lavy, 2010. "Do Differences in School's Instruction Time Explain International Achievement Gaps in Maths, Science and Language? Evidence from Developed and Developing Countries," CEE Discussion Papers 0118, Centre for the Economics of Education, LSE.
  5. James H. Stock & Motohiro Yogo, 2002. "Testing for Weak Instruments in Linear IV Regression," NBER Technical Working Papers 0284, National Bureau of Economic Research, Inc.
  6. Alejandro GAVIRIA, 2001. "Determinantes de la calidad de la educación en Colombia," ARCHIVOS DE ECONOMÍA 002301, DEPARTAMENTO NACIONAL DE PLANEACIÓN.
  7. Markus Frolich & Blaise Melly, 2010. "Estimation of quantile treatment effects with Stata," Stata Journal, StataCorp LP, vol. 10(3), pages 423-457, September.
  8. Christopher F Baum & Mark E Schaffer & Steven Stillman, 2002. "IVREG2: Stata module for extended instrumental variables/2SLS and GMM estimation," Statistical Software Components S425401, Boston College Department of Economics, revised 28 Jul 2014.
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