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Heterogeneidad en el desempeño académico de los estudiantes de Argentina: evidencia a partir de regresión por cuantiles

In: Investigaciones de Economía de la Educación 5

Author

Listed:
  • Héctor Ricardo Gertel

    (Universidad Nacional de Córdoba)

  • Roberto Giuliodori

    (Facultad de Ciencias Económicas)

  • María Luz Vera

    (Facultad de Ciencias Económicas)

  • Guadalupe Bastos

    (Facultad de Ciencias Económicas)

  • Sonia Costanzo

    (Facultad de Ciencias Económicas)

Abstract

En Argentina el logro académico de los estudiantes es medido, desde 1995, al finalizar la escuela primaria (12 años de edad, aproximadamente) y la secundaria (17 años, aproximadamente) mediante la aplicación de pruebas estandarizadas nacionales. Este trabajo usa regresión por cuantiles, como lo propone Koenker (1978, 2005), para investigar la heterogeneidad en la relación entre el rendimiento académico de los estudiantes y covariables que reflejan rasgos personales y atributos de familia. Hay motivos importantes que explican por qué los economistas y otros científicos sociales están profundamente interesados en el estudio de la heterogeneidad. La presencia de condiciones de heterogeneidad puede causar serias distorsiones en los resultados de las regresiones que investigan el efecto de factores asociados con la habilidad individual y con las características del hogar. Desde el punto de vista de la familia, el mayor rendimiento en las pruebas puede ser interpretado como resultado de la decisión sobre la escuela a la que envían a los hijos, condicionado a las restricciones asociadas con imperfecciones de mercado. Para el gobierno, la heterogeneidad podría señalar problemas de polarización en la sociedad, aquí el análisis por cuantiles proporcionaría directrices más eficaces para la política educativa que si solo se prestara atención a los efectos promedio. El trabajo analiza el efecto diferenciado que las características personales y del hogar ejercen a lo largo de la distribución condicional de resultados de matemática al finalizar la escuela primaria y secundaria en Argentina en el año 2000. Resultados preliminares indican que: asistir a una escuela de gestión privada posee un efecto positivo alto en el cuantil de notas más bajo y decrece hacia la derecha de la distribución condicional, en ambos niveles educativos. Efectos asociados con el género, la capacidad individual y la localización geográfica de la escuela también son evaluados para los diferentes cuantiles.

Suggested Citation

  • Héctor Ricardo Gertel & Roberto Giuliodori & María Luz Vera & Guadalupe Bastos & Sonia Costanzo, 2010. "Heterogeneidad en el desempeño académico de los estudiantes de Argentina: evidencia a partir de regresión por cuantiles," Investigaciones de Economía de la Educación volume 5, in: María Jesús Mancebón-Torrubia & Domingo P. Ximénez-de-Embún & José María Gómez-Sancho & Gregorio Gim (ed.), Investigaciones de Economía de la Educación 5, edition 1, volume 5, chapter 6, pages 117-138, Asociación de Economía de la Educación.
    • Handle: RePEc:aec:ieed05:05-06
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    References listed on IDEAS

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    5. Javier Alejo, 2006. "Desigualdad Salarial en el Gran Buenos Aires: Una Aplicación de Regresión por Cuantiles en Microdescomposiciones," CEDLAS, Working Papers 0036, CEDLAS, Universidad Nacional de La Plata.
    6. He X. & Zhu L-X., 2003. "A Lack-of-Fit Test for Quantile Regression," Journal of the American Statistical Association, American Statistical Association, vol. 98, pages 1013-1022, January.
    7. Moshe Buchinsky, 1998. "The dynamics of changes in the female wage distribution in the USA: a quantile regression approach," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 13(1), pages 1-30.
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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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