IDEAS home Printed from https://ideas.repec.org/p/col/000089/016198.html
   My bibliography  Save this paper

Reprobación y desempeno académico: Evidencia de la implementación de la promoción automática en Colombia

Author

Listed:
  • Daniel Alejandro Pinz√≥n Hern√°ndez

Abstract

El sistema de promoción automática, en oposición al de retención escolar, asegura a los estudiantes el ingreso al siguiente nivel de escolaridad como medida para reducir la deserción y eliminar los costos de repetición. Este artículo examina el efecto de la introducción de la promoción automática en el desempeno académico de los estudiantes de colegios oficiales en Colombia. El Decreto 230 de 2002 estableció que únicamente el 5% de los alumnos en cada grado podía reprobar el ano escolar. La implementación de esta política crea un cuasi experimento que permite evaluar el efecto de cambios en las tasas de reprobación sobre el aprendizaje. Mediante una aproximación por diferencias en diferencias en dos etapas se encuentra que una caída de una desviación estándar en la tasa de reprobación conlleva a una disminución de 0.035 desviaciones estándar en pruebas estandarizadas de matemáticas, pero sin efectos significativos sobre las pruebas de lenguaje. Este trabajo contribuye a comprender el efecto de las políticas de reprobación sobre el aprendizaje.

Suggested Citation

  • Daniel Alejandro Pinz√≥n Hern√°ndez, 2018. "Reprobaci√≥n y desempeno acad√©mico: Evidencia de la implementaci√≥n de la promoci√≥n autom√°tica en Colombia," Documentos CEDE 16198, Universidad de los Andes, Facultad de Economía, CEDE.
    • Handle: RePEc:col:000089:016198
    as

    Download full text from publisher

    File URL: https://repositorio.uniandes.edu.co/bitstream/handle/1992/7862/dcede2018-18.pdf
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Krueger, Alan B & Whitmore, Diane M, 2001. "The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR," Economic Journal, Royal Economic Society, vol. 111(468), pages 1-28, January.
    2. Foureaux Koppensteiner, Martin, 2014. "Automatic grade promotion and student performance: Evidence from Brazil," Journal of Development Economics, Elsevier, vol. 107(C), pages 277-290.
    3. Ahmed, Ahmed Yibrie & Mihiretie, Dawit Mekonnen, 2015. "Primary school teachers and parents’ views on automatic promotion practices and its implications for education quality," International Journal of Educational Development, Elsevier, vol. 43(C), pages 90-99.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Servaas van der Berg & Gabrielle Wills & Rebecca Selkirk & Charles Adams & Chris van Wyk, 2019. "The cost of repetition in South Africa," Working Papers 13/2019, Stellenbosch University, Department of Economics.
    2. Andersson, Christian, 2007. "Teacher density and student achievement in Swedish compulsory schools," Working Paper Series 2007:4, IFAU - Institute for Evaluation of Labour Market and Education Policy.
    3. Giacomo De Giorgi & Michele Pellizzari & William Gui Woolston, 2012. "Class Size And Class Heterogeneity," Journal of the European Economic Association, European Economic Association, vol. 10(4), pages 795-830, August.
    4. Hendrik Jürges & Luca Stella & Sameh Hallaq & Alexandra Schwarz, 2022. "Cohort at risk: long-term consequences of conflict for child school achievement," Journal of Population Economics, Springer;European Society for Population Economics, vol. 35(1), pages 1-43, January.
    5. Sandra E. Black & Jeffrey T. Denning & Jesse Rothstein, 2023. "Winners and Losers? The Effect of Gaining and Losing Access to Selective Colleges on Education and Labor Market Outcomes," American Economic Journal: Applied Economics, American Economic Association, vol. 15(1), pages 26-67, January.
    6. Stephen Machin & Sandra McNally, 2012. "The Evaluation of English Education Policies," National Institute Economic Review, National Institute of Economic and Social Research, vol. 219(1), pages 15-25, January.
    7. Stephen Machin & Sandra McNally & Martina Viarengo, 2018. "Changing How Literacy Is Taught: Evidence on Synthetic Phonics," American Economic Journal: Economic Policy, American Economic Association, vol. 10(2), pages 217-241, May.
    8. Joshua D. Angrist & Sarah R. Cohodes & Susan M. Dynarski & Parag A. Pathak & Christopher R. Walters, 2016. "Stand and Deliver: Effects of Boston's Charter High Schools on College Preparation, Entry, and Choice," Journal of Labor Economics, University of Chicago Press, vol. 34(2), pages 275-318.
    9. Victor Lavy & Analia Schlosser, 2005. "Targeted Remedial Education for Underperforming Teenagers: Costs and Benefits," Journal of Labor Economics, University of Chicago Press, vol. 23(4), pages 839-874, October.
    10. Masakazu Hojo, 2011. "Education Production Function and Class-Size Effects in Japanese Public Schools," Global COE Hi-Stat Discussion Paper Series gd11-194, Institute of Economic Research, Hitotsubashi University.
    11. Stephen Machin & Sandra McNally & Costas Meghir, 2010. "Resources and Standards in Urban Schools," Journal of Human Capital, University of Chicago Press, vol. 4(4), pages 365-393.
    12. Nicole Schneeweis & Rudolf Winter-Ebmer, 2008. "Peer effects in Austrian schools," Studies in Empirical Economics, in: Christian Dustmann & Bernd Fitzenberger & Stephen Machin (ed.), The Economics of Education and Training, pages 133-155, Springer.
    13. Machin Stephen & Puhani Patrick A., 2005. "Special Issue on the Economics of Education – Policies and Empirical Evidence: Editorial," German Economic Review, De Gruyter, vol. 6(3), pages 259-267, August.
    14. Boustan, Leah Platt, 2009. "Competition in the Promised Land: Black Migration and Racial Wage Convergence in the North, 1940–1970," The Journal of Economic History, Cambridge University Press, vol. 69(3), pages 755-782, September.
    15. Roland G. Fryer, Jr, 2010. "Financial Incentives and Student Achievement: Evidence from Randomized Trials," NBER Working Papers 15898, National Bureau of Economic Research, Inc.
    16. Mariana Alfonso & María Soledad Bos & Jesús Duarte & Carlos Rondón & Norbert Schady & Aimee Verdisco & Hugo R. Ñopo & Martín Moreno & Alejandra Mizala & Carlos Gargiulo & Eugenio Severin & Christine C, 2012. "Educación para la transformación," IDB Publications (Books), Inter-American Development Bank, number 78098 edited by Marcelo Cabrol & Miguel Székely, February.
    17. Marie Connolly & Catherine Haeck, 2018. "Le lien entre la taille des classes et les compétences cognitives et non cognitives," CIRANO Project Reports 2018rp-18, CIRANO.
    18. Simone Dobbelsteen & Jesse Levin & Hessel Oosterbeek, 2002. "The causal effect of class size on scholastic achievement: distinguishing the pure class size effect from the effect of changes in class composition," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 64(1), pages 17-38, February.
    19. Greg J. Duncan & Christina M. Gibson-Davis, 2006. "Connecting Child Care Quality to Child Outcomes," Evaluation Review, , vol. 30(5), pages 611-630, October.
    20. Duque, Valentina & Gilraine, Michael, 2022. "Coal use, air pollution, and student performance," Journal of Public Economics, Elsevier, vol. 213(C).

    More about this item

    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
    • N36 - Economic History - - Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy - - - Latin America; Caribbean

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:col:000089:016198. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Universidad De Los Andes-Cede (email available below). General contact details of provider: https://edirc.repec.org/data/ceandco.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.