Factores que inciden en el desempeño académico de las escuelas públicas de Puerto Rico
PDF (Español (España))

Keywords

Education
School quality
Educational disparity
Academic performance
Puerto Rico

How to Cite

Segarra Alméstica, E. V. (2023). Factores que inciden en el desempeño académico de las escuelas públicas de Puerto Rico. Revista De Administración Pública, 51(1), 77–112. Retrieved from https://revistas.upr.edu/index.php/ap/article/view/21130

Abstract

Las diferencias en el rendimiento académico entre escuelas pueden ser el resultado de disparidades en: la calidad de la escuela, las características sociodemográficas de los estudiantes o los recursos de la comunidad. Este trabajo tiene como objetivo medir el efecto de los factores sociodemográficos, comunitarios y escolares en el rendimiento académico promedio por escuela en el sistema público de Puerto Rico. Se mide el efecto de las variables sociodemográficas y comunitarias en el rendimiento académico; se estima el valor agregado de cada escuela después de controlar las variables sociodemográficas y comunitarias; y se identifican los factores escolares que pueden contribuir al valor agregado de cada escuela.
Los resultados indican que los factores sociodemográficos y comunitarios explican más del 60% de la variación observada en el rendimiento académico entre las escuelas secundarias y alrededor de un tercio de la variación entre las escuelas intermedias. El porcentaje de estudiantes por debajo del nivel de pobreza es el predictor más fuerte del rendimiento académico escolar. El porcentaje de estudiantes que se inscriben en el programa de educación especial está asociado con un menor rendimiento académico en la escuela intermedia y superior. También se encontró que el tamaño de la escuela se asocia negativamente con el valor agregado en las escuelas primarias e intermedias, mientras que la calidad de los maestros tiene un efecto positivo y significativo en el valor agregado para todas las escuelas.

PDF (Español (España))

References

Angrist, J., y Lavy, V. (1999). Using Maimonides' Rules to Estimate the Effect of Class Size on Scholastic Achievement. The Quarterly Journal of Economics, 114(2), 533-575.

Barrow, L., Claessens, A., & Whitmore Schanzenbach, D. (2013). The Impact of Chicago's Small High School Initiative. NBER Working Paper (18889).

Borland, V., y Howsen, R. (2003). An Examination of the Effect of Elementary School Size on Student Academic Achievement. International Review of Education, 49(5), 463-474.

Browning, M., y Heinesen, E. (2007). Class size, Teacher Hours and Educational Attainment. Scandinavian Journal of Economics, 109(2), 415-438.

Burke, P. (1989). Gender Identity, Sex and School Performance. Social Psychology Quarterly, 52(2), 159-169.

Caudillo, M. L., y Torche, F. (2014). Exposure to Local Homicides and Early Educational Achievement in Mexico. Sociology of Education, 87(2), 89–105.

CEPAL. (2015). Educación, cambio estructural y crecimiento inclusivo en América Latina. Naciones Unidas. Obtenido el 6 de junio de 2020 de https://www.cepal.org/es/publicaciones/37843-educacion-cambio-estructural-crecimiento-inclusivo-america-latina.

Chiang, H. (2009). How accountability pressure on failing schools affects student achievement. Journal of Public Economics, 93, 1045–1057.

Condron, D. J., y Roscigno, V. J. (2003). Disparities within: Unequal spending and achievement in an urban school district. Sociology of Education, 76(1), 18–36.

Costa Almeida, L. (2017). Neighboring schools, performance and unequal socioeconomic composition: Investigating school inequality. Educaçāo Unisinos, 21(2), 174-185.

Cotton, K. (1996). School Size, School Climate and Student Performance. School Improvement Research Series. Obtenido el 6 de junio de 2020 de https://educationnorthwest.org/sites/default/files/SizeClimateandPerformance.pdf

De Lange, M., y Dronkers, J. (2018). Single parenthood and children's educational performance: Inequality among families and schools. en R. Niewenhuis, y L. C. Maldonado (Eds.), The triple bind of single-parent families: Resources, employment and policies to improve wellbeing (pp. 125-143). Bristol University Press, Policy Press.

Disdier Flores, O., y Jara Castro, A. (2017). Anuario Estadístico del Sistema Educativo: Año escolar 2014-2015. San Juan, Puerto Rico: Instituto de Estadísticas de Puerto Rico. Obtenido el 25 de mayo de 2020 de https://estadisticas.pr/files/Publicaciones/Anuario_Estadistico_Educativo_2014-2015.pdf

Downey, D., y Condron, D. (2016). Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality. Sociology of Education, 89(3), 207-220.

Dustmann, C., Frattini, T., Lanzara, G., y Algan, Y. (2012). Educational achievement of second-generation immigrants: an international comparison. Economic Policy, 27(69), 143–185.

Flaherty, S. (2013). Does Money Matter in Pennsylvania? School District Spending and Student Proficiency Since No Child Left Behind. Eastern Economic Journal, 39(2), 145–171.

Fredrikson, P., Ӧckert, B., y Oosterbeek, H. (2013). Long-Term Effects of Class Size. The Quarterly Journal of Economics, 128(1), 249-285.

Gershenson, S., y Langbein, L. (2015). The Effect of Primary School Size on Academic Achievement. Educational Evaluation and Policy Analysis, 37(15), 1355-1855.

Guiso, L., Monte, F., Sapienza, P., y Zingales, L. (2008). Diversity, Culture, Gender and Math. Science, 320, 1164-1165.

Häkkinen, I., Kirjavainen, T., y Uusitalo, R. (2003). School resources and student achievement revisited: New evidence from panel dat. Economics of Education Review, 22(3), 329–335.

Hanushek, E., y Rivkin, S. (2010). Generalizations about Using Value-Added Measures of Teacher Quality. American Economic Review, Papers and Proceedings, 100, 267-271.

Harris, A. L., Jamison, K. M., y Trujillo, M. H. (2008). Disparities in the Educational Success of Immigrants: An Assessment of the Immigrant Effect for Asians and Latinos. The ANNALS of the American Academy of Political and Social Science, 620(1), 90–114.

Heuveline, P., Yang, H., y Timberlake, J. M. (2010). It Takes a Village (Perhaps a Nation): Families, States, and Educational Achievement. Journal of Marriage and Family, 72(5), 1362–1376.

Hoxby, C. (2000). The Effect of Class Size on Student Achievement: New Evidence from Population Variation. The Quarterly Journal of Economics, 115(4), 1239-1285.

Knight, D., y Olofson, M. (2018, July). Funding School Districts Based on Student Attendance: How the Use of Average Daily Attendance Harms School Finance Equity in Texas. Center for Education Research and Policy Studies Policy Brief (5).

Krueger, A. (2003). Economic Considerations and Class Size. The Economic Journal, 113(485), F34-F63.

Ladd, H., y Rivera-Batiz, F. L. (2006). Education and Economic Development. En S. M. Collins, B. P. Bosworth, y M. A. Soto-Class (Eds.), The Economy of Puerto Rico; Restoring Growth (pp. 189-254). Washington, DC: Center for the New Economy; Brookings Institution.

Legewie, J., y DiPrete, T. A. (2012). School Context and the Gender Gap in Educational Achievement. American Sociological Review, 77(3), 463–485.

Leithwood, K., y Jantz, D. (2009). A Review of Empirical Evidence about School Size Effects: A Policy Perspective. Review of Educational Research, 79(1), 464-490.

Logan, J. R., Minca, E., y Adar, S. (2012). The Geography of Inequality: Why Separate Means Unequal in American Public Schools. Sociology of Education, 85(3), 287-301.

Ma, X. (2008). Within School Gender Gaps in Reading, Mathematics and Science Literacy. Comparative Education Review, 52(3), 437-460.

Mansfield, R. K. (2015). Teacher Quality and Student Inequality. Journal of Labor Economics, 33(3), 751–788.

Olofson, M., y Knight, D. (2018). Does the Middle School Model Make a Difference? Education Sciences, 160(8), 1-11.

Pong, S.-l., y Hao, L. (2007). Neighborhood and School Factors in the School Performance of Immigrants Children. The International Migration Review, 41(1), 206-241.

Renewing America. (2013). Remedial Education: Federal Education Policy. Progress Report and Scorecard, Council on Foreign Relations. Obtenido el 6 de junio de 2020 de https://www.cfr.org/report/remedial-education-federal-education-policy

Roos, L. L., Hiebert, B. M., Edgerton, J., Wald, R., MacWilliam, L., y de Rocquigny, J. (2013). What is Most Important: Social Factors, Health Selection, and Adolescent Educational Achievement. Social Indicators Research, 110(1), 385–414.

Schmitt, N. (2013). The Effects of Teaching Experience on High School Education: A Statistical Model on Factors of Educational Achievement in Math and Science. American Journal of Agricultural Economics, 95(2), 531–535.

Silva-Laya, M., D'Angelo, N., García, E., y Zúñiga, L. (2020). Urban poverty and education, A systematic literature review. Educational Research Review, 29.

Stetsenko, A., Little, T. D., Gordeeva, T., Grasshof, M., y Oettingen, G. (2000). Gender Effects in Children's Belief about School Performance: A Cross-Cultural Study. Child Development, 71(2), 517-527.

Toutkoushian, R., y Curtis, T. (2005). Effects of Socioeconomic Factors on Public High School Outcomes and Rankings. The Journal of Education Research, 98(5), 259-271

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Downloads

Download data is not yet available.