Incidência dos fatores do contexto no desempenho em matemática na educação básica secundária na Colômbia
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Copyright (c) 2018 Semestre Económico
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- Articles
- Enviado: fevereiro 26, 2018
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Publicado: fevereiro 26, 2018
Resumo
Este artigo avalia a incidência dos fatores contextuais sobre o desempenho em matemática dos estudantes de educação básica secundária classificados pelo desempenho, baixo ou alto, conforme as provas do Programa Internacional de Avaliação de Estudantes (PISA, em inglês), controlado pelo tipo de colégio. A aplicação dos modelos lineares hierárquicos aos resultados de matemática da prova PISA 2012 permite concluir que tanto o contexto escolar quanto o familiar exercem alta influência no desempenho acadêmico desses estudantes na Colômbia. Além disso, constata-se que o ambiente escolar tem maior peso nos colégios particulares independentes no grupo de alto desempenho, enquanto o familiar influencia em maior proporção nos públicos e nos particulares em concessão, no grupo de baixo desempenho.
Referências
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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.
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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.
