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Rendimiento escolar en el Perú: Análisis secuencial de los resultados de la Evaluación Censal de Estudiantes

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  • Asencios, Roger

    (Banco Central de Reserva del Perú)

Abstract

Este trabajo busca medir el efecto de variables de oferta y demanda sobre el rendimiento en la Evaluación Censal de Estudiantes (ECE). Con este fin, se utiliza por primera vez una base de datos que incluye tanto las condiciones socioeconómicas en las que vive el estudiante, como también información sobre el colegio el que estudia. Se ha estimado un modelo de producción de logros educativos y un modelo secuencial para explicar el paso entre los niveles de la ECE. Este último modelo permite distinguir el efecto heterogéneo que tienen ciertas variables. Se encuentra que algunos insumos son importantes para explicar el rendimiento en el examen de matemática, pero no lo son en la misma medida, para explicar el rendimiento en comprensión lectora. Aún más, algunas variables pueden ser importantes para obtener un nivel básico en la Evaluación Censal de Estudiantes, pero no son significativas para explicar la probabilidad de alcanzar el nivel más alto en la ECE. Por ejemplo, para el examen de matemática la educación de la madre tiene un efecto significativo y positivo sobre la probabilidad de pasar al segundo nivel en la ECE, en proceso. No obstante, no es significativo, e incluso presenta un signo negativo para explicar el paso al nivel más alto, satisfactorio.

Suggested Citation

  • Asencios, Roger, 2016. "Rendimiento escolar en el Perú: Análisis secuencial de los resultados de la Evaluación Censal de Estudiantes," Working Papers 2016-005, Banco Central de Reserva del Perú.
  • Handle: RePEc:rbp:wpaper:2016-005
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    References listed on IDEAS

    as
    1. Sarmistha Pal, 2004. "Child schooling in Peru: Evidence from a sequential analysis of school progression," Journal of Population Economics, Springer;European Society for Population Economics, vol. 17(4), pages 657-680, December.
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    12. repec:fth:prinin:451 is not listed on IDEAS
    13. Alan Krueger & Diane Whitmore, 2001. "Would Smaller Classes Help Close the Black-White Achievement Gap?," Working Papers 830, Princeton University, Department of Economics, Industrial Relations Section..
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    More about this item

    Keywords

    Rendimiento educación; Modelo producción logros educativos; Modelo secuencial; Evaluación Censal de Estudiantes;

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