165710 20260219090945.0 doi 10.17533/udea.le.n101a353923 sideral 146746 ART-2024-146746 spa Castro Aristizabal, Geovanny (orcid)0000-0002-3567-983X Learning environments and school success in Latin America 2024 Access copy available to the general public Unrestricted 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. info:eu-repo/semantics/openAccess by-nc-sa https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es 0.2 2024 0.156 2024 Sociology and Political Science 2024 Q3 Economics and Econometrics 2024 Q4 Statistics, Probability and Uncertainty 2024 Q4 Social Sciences (miscellaneous) 2024 Q4 Business, Management and Accounting (miscellaneous) 2024 Q4 Finance 2024 Q4 1.2 2024 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Acosta-Ortega, Felipe Moreno-Charris, Ana Virginia 101 (2024), 7-46 Lecturas de Economia 2323-0622 485803 http://zaguan.unizar.es/record/165710/files/texto_completo.pdf Versión publicada 291415 http://zaguan.unizar.es/record/165710/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:165710 articulos driver 2026-02-19-09:01:01 ARTICLE