Learning environments and school success in Latin America

Castro Aristizabal, Geovanny ; Acosta-Ortega, Felipe ; Moreno-Charris, Ana Virginia

Resumen: 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.

Idioma: Español

DOI: 10.17533/udea.le.n101a353923

Año: 2024

Publicado en: Lecturas de Economia 101 (2024), 7-46
ISSN: 2323-0622

Factor impacto JCR: 0.2 (2024)

Factor impacto CITESCORE: 1.2 - Finance (Q3) - Social Sciences (miscellaneous) (Q3) - Statistics, Probability and Uncertainty (Q3) - Business, Management and Accounting (all) (Q4) - Economics and Econometrics (Q4)

Factor impacto SCIMAGO: 0.156 - Sociology and Political Science (Q3) - Economics and Econometrics (Q4) - Statistics, Probability and Uncertainty (Q4) - Social Sciences (miscellaneous) (Q4) - Business, Management and Accounting (miscellaneous) (Q4) - Finance (Q4)

Tipo y forma: Artículo (Versión definitiva)