Incidence of context factors in basic high school mathematical performance in Colombia
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Copyright (c) 2018 Semestre Económico
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Articles
- Submitted: February 26, 2018
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Published: February 26, 2018
Abstract
This article evaluates the incidence of contextual factors on the mathematical performance of basic high school students classified according to their performance (low or high), pursuant to 2012 PISA Test, controlled by the type of school. Application of hierarchical linear models to mathematical results in 2012 PISA Test allows concluding that school environment and family exercise a high influence on the academic performance of basic high school students in Colombia. Likewise, it has been found that the school environment has a stronger influence at independent private schools in the high-performance group; family environment has a stronger influence in public schools and leased private schools in the low-performance group.
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Astone, N. M. y McLanahan, S. S. (1991). Family Structure, Parental Practices and High School Completion. En: American Sociological Review, Vol. 56, No. 3, p. 309-320.
Barnett, W. S. (1995). Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes. En: The Future of Children, Vol. 5, No. 3, p. 25-50.
Benabou, R. (1993). Workings of a City: Location, Education, and Production. En: The Quarterly Journal of Economics, Vol. 108, No. 3, p. 619-652.
Bourdieu, P. (2000). Poder, derecho y clases sociales. 2a Edición, España: Descleé de Brouwer, 232p.
Brock, W. A. y Durlauf, S. N. (2001). Discrete Choice with Social Interactions. En: The Review of Economic Studies, Vol. 68, No. 2, p. 235-260.
Coleman, J. (1988). Social Capital in the creation of Human Capital. En: American Journal of Sociology, Vol. 94, p. S95-S120.
Coleman, J.; Campbell, E.; Hobson, C.; McPartland, J.; Mood, A.; Weinfeld, F. y York, R. (1966). Equality of Educational Opportunity. Washington, D.C.: U.S. Government Printing Office, 746p.
Cunha, F. y Heckman, J. (2007). The technology of skill formation. En: American Economics Review, Vol. 97, No. 2, p. 31-47.
Duarte, J. y Bos, M. S. (2012). Desigualdad en los Aprendizajes de los Alumnos Colombianos. En: Aporte No. 17, BID, 8p.
Garcia J., S.; Maldonado C., D.; Perry R., G.; Rodríguez O., C. y Saavedra C., J. E. (2014). Tras la excelencia docente: cómo mejorar la calidad de la educación para todos los colombianos. Bogotá: Fundación Compartir, 450p.
Goldstein, H. (2011). Multilevel Statistical Models - 4ta. Ed. Chichester, United Kingdom: John Wiley & Sons Ltda, 384p.
ICFES (2013). Análisis de las diferencias de género en el desempeño de estudiantes colombianos en matemáticas y lenguaje. Bogotá: Icfes, 168p.
Ma, X. (2008). Within‐School Gender Gaps in Reading, Mathematics, and Science Literacy. En: Comparative Education Review, The University of Chicago Press, Vol. 52, No. 3, august, p. 437-460.
Manski, C. F. (1993). Identification of Endogenous Social Effects: the Reflection Problem. En: The Review of Economic Studies, Vol. 60, No. 3, p. 531-542.
OECD (2013). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science, Volume I, Revised edition. http://dx.doi. org/10.1787/9789264201118: OECD Publishing.
OECD (2016). Revisión de políticas nacionales de educación: la educación en Colombia. OCDE-MINEDUCACIÓN, 336p.
Reardon, S. (2012). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. R. Murnane & G. Duncan (Eds.), New York: Russell Sage Foundation Press, 50p.
Shavelson, R.; Hubner, J. y Stanton, G. (1976). Self-concept: Validation of construct interpretations. En: Review of Educational Research, Vol. 46, No. 3 (Summer), p. 407-441.
Tramonte, L. y Willms, J. D. (2010). Cultural capital and its effects on education outcomes. En: Economics of Education Review, Vol. 29, No. 2, p. 200–213.
Vivas P, H. (2008). Educación, background familiar y calidad de los entornos locales en Colombia. Universitat Autònoma de Barcelona (UAB), Departament d’Economia Aplicada: Tesis Doctoral, 295p.
Vivas P., H.; Correa, J. B. y Domínguez, J. A. (2011). Potencial de logro educativo, entorno socioeconómico y familiar: una aplicación empírica con variables latentes. En: Sociedad y Economía, No. 21, p. 99-124.
