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Learning environments and school success in Latin America

Author

Listed:
  • Geovanny Castro Aristizabal

    (Universidad de Santander UDES)

  • Felipe Acosta-Ortega

    (Fundación Universitaria de Popayán)

  • Ana Virginia Moreno-Charris

    (Universidad de la Costa)

Abstract

This article finds the relationship that learning environments have on school success, in the Latin American countries participating in the International Program for Student Assessment (PISA), of the year 2018, estimating the Educational Production Function. Subsequently, the Shorrocks-Shapley decomposition is applied to determine which of the dimensions associated with learning has a greater weight in the heterogeneity of school success. It was found that the best school environments favor school success, while when the school climate in the classroom is "not the best", performance drops. It was calculated, for the group of Latin American countries, that, on average, learning environments explain the variability of school success in 29.09% for mathematics, 28.01% for reading and 28.71% for science, being the dimension that to a greater extent explains this heterogeneity.

Suggested Citation

  • Geovanny Castro Aristizabal & Felipe Acosta-Ortega & Ana Virginia Moreno-Charris, 2024. "Learning environments and school success in Latin America," Lecturas de Economía, Universidad de Antioquia, Departamento de Economía, issue 101, pages 7-46, March.
    • Handle: RePEc:lde:journl:y:2024:i:101:p:7-46
    DOI: 10.17533/udea.le.n101a353923
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    Keywords

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • O54 - Economic Development, Innovation, Technological Change, and Growth - - Economywide Country Studies - - - Latin America; Caribbean

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