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Factores explicativos del rendimiento escolar en Latinoamérica con datos PISA 2009 || Factors Explaining School Performance in Latin America with PISA 2009 Data

Author

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  • de Jorge-Moreno, Justo

    (Departamento de Economía y Dirección de Empresas. Universidad de Alcalá de Henares (España))

Abstract

Este trabajo ha tenido como objetivo principal determinar el efecto país, tipo de centro (su titularidad, pública o privada) y sus recursos sobre los resultados educativos de los alumnos del sistema de enseñanza latinoamericano del programa PISA 2009. Los resultados obtenidos aplicando un análisis multinivel revelan que las diferencias de rendimiento académico a favor de los centros privados son explicadas por la titularidad del centro dando respaldo empírico a favor de la hipótesis Coleman-Hoffer. Las características del entorno familiar del alumno y de los recursos de la escuela tambiéen tienen un fuerte poder explicativo. En relación a las primeras, los alumnos nativos en familias nucleares y con mayor nivel socioeconómico y recursos en el hogar obtienen mayores rendimientos que el resto de categorías. Este hecho es especialmente significativo a la hora de señalar algunos aspectos que el sistema educativo debería tener en cuenta a la hora de garantizar la igualdad de oportunidades educativas. En relación a las segundas, el tamaño de la escuela, el clima en el aula y los recursos disponibles en los centros tienen una fuerte influencia en el rendimiento académico. || This work has as main objective to determine the effect country, type of institution (its ownership, public or private) and their resources on educational outcomes for students of Latin-American education system from PISA 2009. The results obtained by applying a multilevel analysis reveal that differences in academic performance in favor of private schools are explained by the type of school providing empirical support for the hypothesis Coleman-Hoffer. The environment features student and school resources also have strong explanatory power. Regarding the former, native students in nuclear families with higher socioeconomic status and household resources get higher yields than other categories. This is especially significant in pointing out some aspects that the education system should take into account when ensuring equal educational opportunities. Regarding the latter, the size of the school, the classroom environment and the resources available in the centers have a strong influence on academic performance.

Suggested Citation

  • de Jorge-Moreno, Justo, 2016. "Factores explicativos del rendimiento escolar en Latinoamérica con datos PISA 2009 || Factors Explaining School Performance in Latin America with PISA 2009 Data," Revista de Métodos Cuantitativos para la Economía y la Empresa = Journal of Quantitative Methods for Economics and Business Administration, Universidad Pablo de Olavide, Department of Quantitative Methods for Economics and Business Administration, vol. 22(1), pages 216-229, December.
    • Handle: RePEc:pab:rmcpee:v:22:y:2016:i:1:p:216-229
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    More about this item

    Keywords

    Latinoamérica; nivel socio-económico; efecto compañero; titularidad; PISA2009; Latin America; socioeconomic status; peer effect; ownership; PISA 2009;
    All these keywords.

    JEL classification:

    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • C38 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Classification Methdos; Cluster Analysis; Principal Components; Factor Analysis

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