Quality and equity of education in four Latin-American countries: Exploratory analysis in Argentina, Chile, Colombia and Peru

Year: 2012

Author: Leon, Juan, Andrade, Fernando

Type of paper: Abstract refereed


Using a conceptual framework of school effectiveness (Scheerens, 1990; Creemers, 1994; Stringfield y Slavin, 1992), we investigate the effect of school educational process– pedagogical practices- on both educational quality and equity. We use as a proxy of educational quality the student's performance on mathematics and we model the educational achievement gaps due to student's family socioeconomic status (socioeconomic inequalities in education). The focus on socioeconomic status is because the literature in education has consistently documented socioeconomic status as one of the main factors which generates educational inequalities (Sirin, 2005).

This study has the three research questions: (i) what are the effects and magnitude of school educational process on educational quality, student performance, in Latin-America? (ii) What are the school educational processes that narrow the socioeconomic gap on achievement in Latin America? Our hypothesis is that school pedagogical practices explain both educational quality and socioeconomic inequalities in education.