Learning environments and school success in Latin America
DOI:
https://doi.org/10.17533/udea.le.n101a353923Keywords:
Academic achievement, educational production function, learning environments, Shorrocks-Shapley, Latin America, PISA.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.
Downloads
References
Ammermüller, A., Heijke, H., & Woessmann, L. (2005). Schooling Quality in Eastern Europe: Educational Production During Transition. Economics of Education Review (24), 579–599. https://doi.org/10.1016/j.econedurev.2004.08.010
Astorquiza, B. A. (2019). Efectos de la pedagogía y el compromiso educativo sobre el logro académico de los estudiantes de educación media. Revista Métodos Cuantitativos para la Economía y la Empresa, 28, 43-67. https://doi.org/10.46661/revmetodoscuanteconempresa.2765
Ayala, J., Marrugo, S. & Saray, B. (2011). Antecedentes familiares y rendimiento académico en los colegios oficiales de Cartagena. Economía y Región, 5(2), 43-85.
Banco Mundial. (2005). Mexico Determinants of Learning Policy Note [Working Paper 31842-MX, Banco Mundial]. https://documents1.worldbank.org/curated/pt/822551468281745679/pdf/31842.pdf
Barber, M., & Mourshed, M. (2007). How The World's Best Performing School Systems Come Out on Top. McKinsey & Company.
Bonilla, L. (2011). Doble jornada escolar y la calidad de la educación en Colombia [Documentos de Trabajo sobre Economía Regional, 143]. Banco de la República. https://www.banrep.gov.co/es/doble-jornada-escolar-y-calidad-educacion-colombia
Borbely, D., Norris, J., & Romiti, A. (2023). Peer Gender and Schooling: Evidence from Ethiopia. Journal of Human Capital, 17(2). https://doi.org/10.1086/723111
Briggs, D. (2011). Making Value-Added Inferences from Large-Scale Assessments. Routledge.
Bruns, B., & Luque, J. (2014). Profesores excelentes: cómo mejorar el aprendizaje en América Latina y el Caribe. Banco Mundial.
Cárcamo, C., & Mola, J. (2012). Diferencias por sexo en el desempeño académico en Colombia: un análisis regional. Economía y Región, 6(1), 133-169. https://revistas.utb.edu.co/economiayregion/article/view/137
Castro, G., Castillo, M., & Mendoza, J. (2017). Factores asociados a la adquisición de competencias en América Latina. Revista de la Facultad de Ciencias Económicas y Sociales, XXIII (4), 33-52. https://dialnet.unirioja.es/servlet/articulo?codigo=6478383
Castro, G., Giménez, G., & Pérez, D. (2018). Estimation of The Factors Conditioning the Acquisition of Skills in Latin America in The Presence of Endogeneity. CEPAL Review, 124, 35-59. https://repositorio.cepal.org/items/8622d3fa-1b75-497e-83a8-aae579ce15e3
Cervini, R. A. (2012). The "school effect" in some Latin American countries: Reanalyzing SERCE data. Education Policy Analysis Archives, 20, 39. https://doi.org/10.14507/epaa.v20n39.2012 .
Clotfelter, C. T., Ladd, H., & Vigdor, J. (2006). Teacher-Student Matching and The Assessment of Teacher Effectiveness. Journal of Human Resources, 41(4), 778-820. https://econpapers.repec.org/article/uwpjhriss/v_3a41_3ay_3a2006_3ai_3a4_3ap778-820.htm
Coleman, J., Hopkins, J., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., . . . York, R. L. (1966). Equality of Educational Opportunity. Department of Education. https://eric.ed.gov/?id=ED012275
Consejo Nacional de Rectores. (2017). Estado de la Educación Costarricense: Sexto Informe Estado de la Educación. San José, Costa Rica: Programa Estado de la Nación.
https://hdl.handle.net/20.500.12337/665
Cordero, J. M., García, C. M., & Manchón, C. (2013). Evaluación del rendimiento académico y sus condicionantes: una aproximación a partir de TIMSS 2011. En M. M. Teijeiro Álvarez (ed.), Investigaciones de Economía de la Educación (pp. 541-562). Asociación de Economía de la Educación.
Donoso, S., & Hawes, G. (2002). Eficiencia escolar y diferencias socioeconómicas: a propósito de los resultados de las pruebas de medición de la calidad de la educación en Chile. Educação e Pesquisa, 28(2), 25-39. https://doi.org/10.1590/S1517-97022002000200003
Durrant, G. B. (2009). Imputation Methods for Handling Item-Nonresponse in Practice: Methodological Issues and Recent Debates. International Journal of Social Research Methods, 12(4), 293-304. https://doi.org/10.1080/13645570802394003
Eisenkopf, G., Zohal, H., Urs, F., & Heinrich U. (2015). Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland. Journal of Economic Behavior & Organization, 115, 123–143. https://doi.org/10.1016/j.jebo.2014.08.004
Gamboa, L. F., & Waltenberg, F. D. (2012). Inequality of Opportunity for Educational Achievement in Latin America: Evidence from PISA 2006–2009. Economics of Education Review, 31, 694-708. https://doi.org/10.1016/j.econedurev.2012.05.002
Giménez, G., & Castro, G. (2017). ¿Por qué́ los estudiantes de colegios públicos y privados de Costa Rica obtienen distintos resultados académicos? Perfiles Latinoamericanos, 49, 195-222. https://www.redalyc.org/pdf/115/11549647009.pdf
Giménez, G., Barrado, B., & Arias, R. (2019). El papel del profesorado y el entorno de aprendizaje en el rendimiento de los estudiantes costarricenses: Un análisis a partir de PISA. Revista Complutense de Educación, 30(4), 1127-1145. https://dialnet.unirioja.es/servlet/articulo?codigo=7083124
Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? National Board Certification as a Signal of Effective Teaching. Review of Economics and Statistics, 89(1), 134-150. https://doi.org/10.1162/rest.89.1.134
Goldhaber, D., & Brewer, D. (1997). Why Don’t Schools and Teachers Seem to Matter? Assessing The Impact of Unoberservables on Educational Productivity. Journal of Human Resources, 32, 505-523. https://econpapers.repec.org/article/uwpjhriss/v_3a32_3ay_3a1997_3ai_3a3_3ap_3a505-523.htm
Goldhaber, D., Brewer, D., & Yerson, D. (1999). A Three-Way Error Components Analysis of Educational Productivity. Education Economics, 7(3), 199-208. https://www.tandfonline.com/doi/abs/10.1080/09645299900000018
Hanushek, E.A., Link, S., Woessmann, L., 2013. Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA. Journal of Development Economics 104, 212-232. https://doi.org/10.1016/j.jdeveco.2012.08.002
Hanushek, E., & Woessmann, L. (2012). Schooling, Educational Achievement, and the Latin American Growth Puzzle. Journal of Development Economics, 99(2), 497-512. https://doi.org/10.1016/j.jdeveco.2012.06.004
Hendriks, M., Luyten, H., & Scheerens, J. (2013). Productive Time in Education. A Review of The Effectiveness of Teaching Time at School, Homework and Extended Time Outside School Hours. Twente University, Behavioural Sciences.
Hipkins, R. (2012). The Engaging Nature of Teaching for Competency Development. En A. R. S.L. Christenson (ed.), Hybook of Research on Student Engage- ment (pp. 441-456). Springer.
Jackson, K. (2012). Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. Journal of Public Economics, 96 (1-2), 173–187. https://doi.org/10.1016/j.jpubeco.2011.09.002
Jackson, C. K. (2021). Can Introducing Single-Sex Education into Low-Performing Schools Improve Academics, Arrests, and Teen Motherhood? Journal of Human Resources, 56(1), 1–39. https://doi.org/10.3368/jhr.56.1.0618-9558R2
Kennedy, D. (2007). Writing and Using Learning Outcomes. A practical Guide. University College Cork.
Krüger, N., & Formichella, M. (2012). Escuela pública y privada en Argentina: una comparación de las condiciones de escolarización en el nivel medio. Perspectivas. Revista de Análisis de Economía, Comercio y Negocios Internacionales, 6(1), 113-144. http://publicaciones.eco.uaslp.mx/VOL9/Paper04-6(1).pdf
León, G., Manzi, J. & Paredes, R. (2004). Calidad docente y rendimiento escolar en Chile: Evaluando la evaluación, Chile: Pontificia Universidad Católica de Chile.
Mander, A., & Clayton, D. (1999). Impute Missing Values Using the Hotdeck Method. Stata Technical Bulletin, 2000(51), 32-34.
https://www.stata.com/products/stb/journals/stb51.pdf
Marteleto, L. (2012). Educational Inequality by Race in Brazil, 1982-2007: Structural Changes and Shifts in Racial. Demography, 49, 337-358. https://www.jstor.org/stable/41408231
Medina, F., & Galván, M. (2007). Imputación de datos: Teoría y práctica. Comisión Económica para América Latina y el Caribe y Naciones Unidas. https://repositorio.cepal.org/server/api/core/bitstreams/02dd479f-fae2-43c4-b5ec-5419fa7f6190/content
Méndez, N., & Zerpa, M. (2011). Desigualdad en las capacidades educativas. Los casos de Uruguay y Chile. Revista de Economía, 18(1), 153-197. https://dialnet.unirioja.es/servlet/articulo?codigo=3898095
Merchán, F. (2009a). La cuestión de la práctica de la enseñanza y la necesidad de una teoría de la acción en el aula. Revista Iberoamericana de Educación, 6(48). https://doi.org/10.35362/rie4862132
Merchán, F. (2009). La cuestión de la práctica de la enseñanza y la necesidad de una teoría de la acción en el aula. Revista Iberoamericana de Educación, 6(48). https://doi.org/10.35362/rie4862132
Moreno, J., & Cortez, S. (2020). Rendimiento académico y habilidades de estudiantes en escuelas públicas y privadas: evidencia de los determinantes de las brechas en aprendizaje para México. Revista de Economía Facultad de Economía Universidad Autónoma de Yucatán, 37(95):73-106. https://doi.org/10.46661/revmetodoscuanteconempresa.2765
OECD. (2013). Education at a Glance 2013: OECD Indicators. Paris: OECD.
OECD. (29 de 01 de 2014). PISA 2018 Database. Obtenido de https://www.oecd.org/pisa/data/2018database/
Oreiro, C., & Valenzuela, J. P. (2013). Determinants of Educational Performance in Uruguay, 2003-2006. Cepal Review, 107, 63-86. https://repositorio.cepal.org/items/e6e0eff1-bd9b-4e3f-a4dd-ed831e094638
Post, D. (2011). Primary school student employment and academic achievement in Chile, Colombia, Ecuador and Perú. International Labour Review, 150(34), 255-278.
Sánchez, A. (2011). Etnia y Desempeño Académico en Colombia, Documentos de Trabajo sobre Economía Regional, 156, Cartagena, Colombia: Banco de la República, Centro de Estudios Económicos Regionales (CEER).
Shapley, L. S. (1953). A Value for n-person Games. En H. W. Kuhn, & A. W. Tucker (eds.), Contributions to the Theory of Games II (pp. 307-317). Defense Technical Information Center.
Shorrocks, A. F. (1982). Inequality Decomposition by Factor Components. Econometrica, 50, 193-212. https://doi.org/10.2307/1912537
Shorrocks, A. F. (1999). Decomposition Procedures for Distributional Analysis: A Unified Framework Based on the Shapley Value. The Journal of Economic Inequality, 11, 99–126. https://doi.org/10.1007/s10888-011-9214-z
Stallings, J. A., Knight, S. L., & Markham, D. (2014). Using the Stallings Observation System to Investigate Time on Task in Four Countries. World Bank.
Stronge, J., Ward, T., & Grant, L. (2011). What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement. Journal of Teacher Education, 62(4), 339-355. https://doi.org/10.1177/0022487111404241C
Sun, L., Bradley, K. D., & Akers, K. (2012). A Multilevel Modelling Approach to Investigating Factors Impacting Science Achievement for Secondary School Students: PISA Hong Kong Sample. International Journal of Science Education, 34(14), 2107-2125. https://doi.org/10.1080/09500693.2012.708063
Thieme, C., Prior, D., & Tortosa-Ausinad, E. (2013). A Multilevel Decomposition of School Performance Using Robust Nonparametric Frontier Techniques. Economics of Education Review (32), 104–121. https://doi.org/10.1016/j.econedurev.2012.08.002
Vegas, E., & Petrow, J. (2007). Raising student achievement in Latin America: the challenge for the 21st Century. World Bank Publications.
Viáfara, C., & Urrea, F. (2006). Efectos de la raza y el género en el logro educativo y estatus socio-ocupacional para tres ciudades colombianas. Desarrollo y Sociedad, 58, 115-163. https://www.redalyc.org/pdf/1691/169114683004.pdf
Vivas, H. C., & Domínguez, J. A. (2011). Potencial de logro educativo, entorno socioeconómico y familiar: Una aplicación empírica con variables latentes para Colombia. Sociedad y Economía, (21), 99-124. https://sociedadyeconomia.univalle.edu.co/index.php/sociedad_y_economia/article/view/4042
Woessmann, L. (2010). Families, Schools and Primary-School Learning: Evidence for Argentina and Colombia in an International Perspective. Applied Economics, 42(21), 2645-2665. https://doi.org/10.1080/00036840801964617
Zambrano, J. C. (2013). Análisis multinivel del rendimiento escolar en matemáticas para cuarto grado de Educación Básica Primaria en Colombia. Sociedad y Economía, 25, 205-235. https://sociedadyeconomia.univalle.edu.co/index.php/sociedad_y_economia/article/view/3970
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Geovanny Castro Aristizabal, Felipe Acosta-Ortega, Ana Virginia Moreno-Charris
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This page, by Universidad de Antioquia, is licensed under a Creative Commons Attribution License.
Authors who publish with this journal agree to retain copyright and grant the journal right of first publication, with the article licensed under a Creative Commons Attribution-NonCommercial-ShareAlike License allowing others to share it as long as they acknowledge its authorship and original publication in this journal.
Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), provided that these arrangements be not for profit and the journal be acknowledged as the original source of publication.
Authors are permitted and encouraged to post their papers online (e.g., in institutional repositories or on their websites), as it can lead to valuable exchanges as well as greater citation of the published work.
