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Determinants of the performance of the schools in Medellín in the high-school graduation-year test (ICFES)

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  • David Tobón Orozco

    ()

  • Héctor Mauricio Posada Duque

    ()

  • Paul Ríos

    ()
    (Universidad de Antioquia)

Abstract

This paper analyses how the institutional processes, the school management as well as the contexts in which the school and the students are circumscribed, could impact the performance in the high-school graduation-year test (ICFES). A survey was applied with the purpose of know the actions and interactions among educative process actors. Factor Analysis and Hierarchical econometric models were used with the purpose of construct indexes and measure the impact of the considered variables. We found that school level variables, including management, explain a high percentage of the performance variability, while those constructed variables associated to student’s characteristics have a low impact. And parent human capital and the initial student conditions are much more important than the teacher human capital. Contrary to the expected, it’s not clear what kind of use and if to increase infrastructure resources favors the achievement.

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Bibliographic Info

Paper provided by Universidad de Antioquia, Departamento de Economía in its series Grupo Microeconomía Aplicada with number 048.

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Length: 24 pages
Date of creation: Jul 2009
Date of revision:
Handle: RePEc:lde:grupom:048

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Web page: http://www.udea.edu.co/portal/page/portal/portal/A.InformacionInstitucional/H.UnidadesAcademicas/A.Facultades/CienciasEconomicas
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Related research

Keywords: Quality education; Institutionally; Factor model; Hierarchical Model;

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References

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  1. Carolina Ostoic & Alejandra Mizala & Pilar Romaguera, 2004. "Equity and Achievement in the Chilean School Choice Experience," Econometric Society 2004 Latin American Meetings 232, Econometric Society.
  2. Paul Glewwe & Hanan Jacoby, 1994. "Student Achievement and Schooling Choice in Low-Income Countries: Evidence from Ghana," Journal of Human Resources, University of Wisconsin Press, vol. 29(3), pages 843-864.
  3. Theodore Groves & Martin Loeb, 1974. "Incentives and Public Inputs," Discussion Papers 29, Northwestern University, Center for Mathematical Studies in Economics and Management Science.
  4. Bishop, John H. & Ludger Woessmann, 2002. "Institutional Effects in a Simple Model of Educational Production," Royal Economic Society Annual Conference 2002 29, Royal Economic Society.
  5. Jairo Núñez & Roberto Steiner & Ximena Cadena & Renata Pardo, 2002. "¿Cuáles Colegios Ofrecen Mejor Educación En Colombia?," DOCUMENTOS CEDE 003796, UNIVERSIDAD DE LOS ANDES-CEDE.
  6. Hambor, John C & Phillips, Llad & Votey, Harold L, Jr, 1973. "Optimal Community Educational Attainment: A Simultaneous Equation Approach," The Review of Economics and Statistics, MIT Press, vol. 55(1), pages 98-103, February.
  7. Edward Clarke, 1971. "Multipart pricing of public goods," Public Choice, Springer, vol. 11(1), pages 17-33, September.
  8. Jeffrey Grogger, 1997. "Local Violence and Educational Attainment," Journal of Human Resources, University of Wisconsin Press, vol. 32(4), pages 659-682.
  9. Alejandra Mizala & Pilar Romaguera, 2000. "Remuneraciones y los profesores en Chile," Documentos de Trabajo 93, Centro de Economía Aplicada, Universidad de Chile.
  10. Alejandra Mizala & Pilar Romaguera & Teresa Reinaga, 1999. "Factores que inciden en el rendimiento escolar en Bolivia," Documentos de Trabajo 61, Centro de Economía Aplicada, Universidad de Chile.
  11. Piedad Patricia Restrepo Restrepo & Mauricio Alviar Ramírez, 2004. "El logro académico y el efecto colegio en las pruebas Icfes en Antioquia," Lecturas de Economía, Universidad de Antioquia, Departamento de Economía, issue 60, pages 67-95, Enero-Jun.
  12. Hanushek, Eric A. & Woessmann, Ludger, 2007. "The role of education quality for economic growth," Policy Research Working Paper Series 4122, The World Bank.
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