Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia
Este artículo investiga las repercusiones de la pandemia del COVID-19 en la educación en casa en Colombia, centrándose específicamente en los resultados académicos de los estudiantes de hogares vulnerables. Utilizando las puntuaciones de las pruebas Saber 11 como medida del rendimiento académico, el...
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- Tipo de recurso:
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- 2023
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- Universidad del Rosario
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- Palabra clave:
- COVID-19
Trabajo en Casa
Examenes estandarizados
Inequidad educativa
COVID-19
Homeschooling
Standardized test scores
Education Inequalities
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Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia |
| dc.title.TranslatedTitle.none.fl_str_mv |
Adaptarse a la crisis: la dinámica de la eduación en casa durante COVID-19 en Colombia |
| title |
Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia |
| spellingShingle |
Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia COVID-19 Trabajo en Casa Examenes estandarizados Inequidad educativa COVID-19 Homeschooling Standardized test scores Education Inequalities |
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Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia |
| title_full |
Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia |
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Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia |
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Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia |
| title_sort |
Adapting to crisis: the dynamics of homeschooling during COVID-19 in Colombia |
| dc.contributor.advisor.none.fl_str_mv |
Cortés Cortés, Darwin |
| dc.subject.none.fl_str_mv |
COVID-19 Trabajo en Casa Examenes estandarizados Inequidad educativa |
| topic |
COVID-19 Trabajo en Casa Examenes estandarizados Inequidad educativa COVID-19 Homeschooling Standardized test scores Education Inequalities |
| dc.subject.keyword.none.fl_str_mv |
COVID-19 Homeschooling Standardized test scores Education Inequalities |
| description |
Este artículo investiga las repercusiones de la pandemia del COVID-19 en la educación en casa en Colombia, centrándose específicamente en los resultados académicos de los estudiantes de hogares vulnerables. Utilizando las puntuaciones de las pruebas Saber 11 como medida del rendimiento académico, el estudio profundiza en la influencia del acceso a Internet y la migración escolar en los resultados del aprendizaje. Las conclusiones indican que el cierre de escuelas y la transición a la educación en casa exacerbaron las disparidades en el rendimiento académico, afectando especialmente a los estudiantes de bajos ingresos. Además, se constata que la desigualdad también aumentó debido a las decisiones de los padres de cambiar a los alumnos de centros privados a públicos. El estudio subraya la importancia de tener en cuenta los factores socioeconómicos y la accesibilidad a Internet a la hora de diseñar estrategias educativas durante las crisis. |
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2023 |
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2023-05-30 |
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2024-07-29T17:02:33Z |
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2024-07-29T17:02:33Z |
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26 pp |
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application/pdf |
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Universidad del Rosario |
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Facultad de Economía |
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Maestría en Economía |
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Abadia, L. K., Bernal, G., Gómez, S., & Alonso, S. (2022). Hechos y recomendaciones para enfrentar los efectos negativos del covid-19 en la educación colombiana. Covid-19 consecuencias y desaf ıos en la econom ıa colombiana. Una mirada desde las universidades, 209–224. Agostinelli, F., Doepke, M., Sorrenti, G., & Zilibotti, F. (2020). It takes a village: The economics of parenting with neighborhood and peer effects (Working Paper No. 27050). National Bureau of Economic Research. https://doi.org/10.3386/w27050 Agostinelli, F., Doepke, M., Sorrenti, G., & Zilibotti, F. (2022). When the great equalizer shuts down: Schools, peers, and parents in pandemic times. Journal of Public Economics, 206, 104574. https://doi.org/https://doi.org/10.1016/j.jpubeco.2021.104574 Alderete, M. V., & Formichella, M. M. (2016). Efecto de las tic en el rendimiento educativo: El programa conectar igualdad en la argentina. Revista Cepal. Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., & Burrell, N. (2004). Evaluating the effectiveness of distance learning: A comparison using meta-analysis. Journal of communication, 54 (3), 402–420. Alvarado, L. K. A., Soler, S. C. G., & González, J. C. (2021). The effect of teacher strikes on academic achievement: Evidence from colombia. International Journal of Educational Development, 82, 102369. Avendaño-Villa, I., Cort´es-Peña, O. F., & Guerrero-Cuentas, H. (2015). Competencias sociales y tecnologıas de la información y la comunicación como factores asociados al desempe˜no en estudiantes de b´asica primaria con experiencia de desplazamiento forzado. Diversitas: perspectivas en psicologıa, 11 (1), 13–36. Ayanwale, M. A., Adewuyi, H. O., & Afolabi, O. W. (2023). Learning through radio and television during covid-19: Perspectives of k-12 stakeholders. EUREKA: Social and Humanities, (2), 61– 72. Aypay, A. (2010). Information and communication technology (ict) usage and achievement of turkish students in pisa 2006. Turkish Online Journal of Educational Technology-TOJET, 9 (2), 116– 124. Bao, W. (2020). Covid-19 and online teaching in higher education: A case study of peking university. Human Behavior and Emerging Technologies, 2 (2), 113–115. https://doi.org/https://doi.org/ 10.1002/hbe2.191 Barrios Aguirre, F., Forero, D. A., Castellanos Saavedra, M. P., & Mora Malag´on, S. Y. (2021). The impact of computer and internet at home on academic results of the saber 11 national exam in colombia. SAGE Open, 11 (3), 21582440211040810. Bernal, R., & Pe˜na, X. (2011). Guıa práctica para la evaluación de impacto. Universidad de los Andes. Beuermann, D. W., Cristia, J. P., Cruz-Aguayo, Y., Cueto, S., & Malamud, O. (2013). Home computers and child outcomes: Short-term impacts from a randomized experiment in peru (tech. rep.). National Bureau of Economic Research. Blanden, J., Doepke, M., & Stuhler, J. (2022). The impact of school closures on educational inequality (tech. rep.). Centre for Economic Performance, LSE. Botello-Peñaloza, H. A. (2015). Determinantes del acceso al internet: Evidencia de los hogares del ecuador. Entramado, 11 (2), 12–19. Bottan, N., Hoffmann, B., & Vera-Cossio, D. (2020). The unequal impact of the coronavirus pandemic: Evidence from seventeen developing countries. PloS one, 15 (10), e0239797. Bustelo, M. G. (2016). El verdadero fin del conflicto armado: Jóvenes vulnerables, educación rural y construcción de la paz en colombia. Norwegian Centre for Conflict Resolution, Norwegian Refugee Council. Carlana, M., & La Ferrara, E. (2021). Apart but connected: Online tutoring and student outcomes during the covid-19 pandemic. Corredor, F., Rıos, P., & Rodrıguez, D. (2021). The effect of covid-19 and emergency policies on colombian households’ income. Universidad Externado de Colombia, Facultad de Economıa Cristia, J. P., Ibarrarán, P., Cueto, S., Santiago, A., & Severın, E. (2012). Tecnología y desarrollo en la niñez: Evidencia del programa una laptop por niño. DANE. (2020a). Boletín técnico. gran encuesta integrada de hogares. DANE. (2020b). Indicadores básicos de tenencia y uso de tecnologías de la información y las comunicaciones – tic en hogares. DANE. (2022). Situación de las familias con niños, niñas y adolescentes en colombia en medio de la crisis por covid-19. https://www.dane.gov.co/files/investigaciones/notas- estadisticas/ mar 2022 nota estadistica-NNA-VF.pdf Ebubedike, M., Boampong, M., James, K., Shuaibu, H., & Monyeh, T. Y. (2022). Inclusive learning for children in northeast nigeria: Radio school response during a global pandemic. Social Inclusion, 10 (2), 206–216. Eckert, F., & Kleineberg, T. (2021). Saving the american dream? education policies in spatial general equilibrium. Education Policies in Spatial General Equilibrium (March 9, 2021). El Espectador. (2021). “las pruebas virtuales llegaron para quedarse”: Directora del icfes. Retrieved January 26, 2021, from https://www.elespectador.com/educacion/las - pruebas- virtualesllegaron- para-quedarse-directora-del-icfes-article/ Elacqua, G., Figueroa, N., Fontaine, A., Margitic, J. F., & M´endez, C. (2023). Covid-19 exodus: Parent preferences for public schools in peru. Engzell, P., Frey, A., Verhagen, M. D., et al. (2020). Learning inequality during the covid-19 pandemic. Fairlie, R. W., & Robinson, J. (2013). Experimental evidence on the effects of home computers on academic achievement among schoolchildren. American Economic Journal: Applied Economics, 5 (3), 211–240. Federico Corredor, D. R., Paola Ríos. (2021). The effect of COVID-19 and emergency policies on Colombian households’ income (Documentos de Trabajo UEC No. 19548). Universidad Externado de Colombia. https://ideas.repec.org/p/col/000139/019548.html Fuchs-Sch¨undeln, N., Krueger, D., Kurmann, A., Lale, E., Ludwig, A., & Popova, I. (2023). The fiscal and welfare effects of policy responses to the covid-19 school closures. IMF Economic Review, 71 (1), 35–98. Garcıa, M., Espinosa, J. R., Jiménez, F., & Parra, J. D. (2014). Separados y desiguales: Educación y clases sociales en colombia. Djusticia. Gertler, P. J., Martınez, S., Premand, P., & Rawlings, L. B. (2017). La evaluación de impacto en la práctica. World Bank Publications. Goodman, J. (2014). Flaking out: Student absences and snow days as disruptions of instructional time (tech. rep.). National Bureau of Economic Research. Guenther, J., Disbray, S., & Osborne, S. (2015). Building on ‘red dirt’ perspectives: What counts as important for remote education? The Australian Journal of Indigenous Education, 44 (2), 194–206. Haelermans, C., Jacobs, M., van der Velden, R., van Vugt, L., & van Wetten, S. (2022). Inequality in the effects of primary school closures due to the covid-19 pandemic: Evidence from the netherlands. AEA Papers and Proceedings, 112, 303–307. Hansen, B. (2011). School year length and student performance: Quasi-experimental evidence. Available at SSRN 2269846. Hanushek, E. A., Kain, J. F., Markman, J. M., & Rivkin, S. G. (2003). Does peer ability affect student achievement? Journal of applied econometrics, 18 (5), 527–544. Jack, R., & Oster, E. (2023). Covid-19, school closures, and outcomes. The Journal of Economic Perspectives, 37 (4), pp. 51–70. Retrieved April 3, 2024, from https://www.jstor.org/stable/ 27258125 Lee, V. E., Bryk, A. S., & Smith, J. B. (1993). Chapter 5: The organization of effective secondary schools. Review of Research in Education, 19 (1), 171–267. https://doi.org/10.3102/0091732X019001171 Lopera-Zuluaga, E. C., et al. (2020). Réplicas en redes sociales que denuncian desigualdades de la estrategia# aprenderdigital en tiempos de covid-19. Revista Internacional de Educación para la Justicia Social, 9 (3), 335–352. Mahler, L., & Yum, M. (2024). Aggregate and distributional effects of school closure mitigation policies: Public versus private education. Economics Letters, 235 (100). https://doi.org/10.1016/j . econlet.2024.11 Marín Llanes, L., Rodríguez Pico, M., Maldonado, D., & García, S. (2023). Learning inequality during covid-19: Evidence from secondary schools in colombia. International Journal of Educational Development, 100, 102788. https://doi.org/https://doi.org/10.1016/j.ijedudev.2023.102788 Melo-Becerra, L. A., Ramos-Forero, J. E., Arenas, J. L. R., & Z´arate-Solano, H. M. (2021). Efecto de la pandemia sobre el sistema educativo: El caso de colombia. Borradores de Economıa; No. 1179. Ministery of Education. (2020). https://contenidos.colombiaaprende.edu.co/aprender-en-casa Ministery of Education. (2022). Plan sectorial 2018-2022. https://www.mineducacion.gov.co/1759/w3- printer-407780.html Ministry of education. (2021). Resumen indicadores educación superior. https://snies.mineducacion. gov.co/portal/Informes-e-indicadores/Resumen-indicadores-Educacion-Superior/ Murillo, F. J., & Garrido, C. M. (2017). Segregación social en las escuelas p´ublicas y privadas en américa latina. Educacao & Sociedade, 38, 727–750 Obiakor, T., & Adeniran, A. (2020). Covid-19: Impending situation threatens to deepen nigeria’s education crisis. Center for the Study of the Economies of Africa. Observatorio de Gestión Educativa. (2022). Análisis de resultados pruebas saber 11° 2022. Retrieved March 27, 2023, from https://obsgestioneducativa.com/download/analisis - de- resultadospruebas- saber-11-2022/ Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of covid-19 on learning-the perspective of the ghanaian student. European journal of education studies Perry, L., & McConney, A. (2010). 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Virtual educational model for remote communities in chocó, colombia. International Journal of Education and Development using ICT, 12 (2). Sanabria Mesa, A. L., & Cepeda Romero, O. (2016). La educacion para la competencia digital en los centros escolares : La ciudadania digital. RELATEC : revista latinoamericana de tecnolog´ıa educativa, 95–112. https://doi.org/10.17398/1695-288X.15.2.95 Sant’Anna, P. H., & Zhao, J. (2020). Doubly robust difference-in-differences estimators. Journal of Econometrics, 219 (1), 101–122. https://doi.org/https://doi.org/10.1016/j.jeconom.2020.06. 003 Sibirskaya, E., Popkova, E., Oveshnikova, L., & Tarasova, I. (2019). Remote education vs traditional education based on effectiveness at the micro level and its connection to the level of development of macro-economic systems. International journal of educational management, 33 (3), 533–543. Stantcheva, S. (2022). Inequalities in the times of a pandemic (Working Paper No. 29657). National Bureau of Economic Research. https://doi.org/10.3386/w29657 Stelitano, L., Doan, S., Woo, A., Diliberti, M., Kaufman, J. H., & Henry, D. (2020). The digital divide and covid-19: Teachers’ perceptions of inequities in students’ internet access and participation in remote learning. data note: Insights from the american educator panels. research report. rr-a134-3. RAND Corporation. Thrupp, M. (1999). Schools making a difference: Let’s be realistic! : School mix, school effectiveness, and the social limits of reform. Open University Press. https://books.google.com.co/books? id=D8MlAQAAIAAJ Thrupp, M., Lauder, H., & Robinson, T. (2002). School composition and peer effects. International Journal of Educational Research, 37, 483–504. https://api.semanticscholar.org/CorpusID: 144988428 Tomasik, M., Helbling, L., & Moser, U. (2020). Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the covid-19 pandemic school closures in switzerland. International Journal of Psychology. https://doi.org/10.1002/ijop. 12728 Tomasik, M. J., Helbling, L. A., & Moser, U. (2021). Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the covid-19 pandemic school closures in switzerland. International Journal of psychology, 56 (4), 566–576. UNESCO. (2022). Normas mínimas para la educación en situaciones de emergencia, crisis crónicas y reconstrucción temprana. INEE. Werner, K., & Woessmann, L. (2021). The Legacy of Covid-19 in Education (Rationality and Competition Discussion Paper Series No. 291). CRC TRR 190 Rationality and Competition. https: //ideas.repec.org/p/rco/dpaper/291.html Willms, J. D. (2010). School composition and contextual effects on student outcomes. Teachers College Record: The Voice of Scholarship in Education, 112, 1008–1037. https://api.semanticscholar. org/CorpusID:141487268 World Health Organization. (2022). Who director-general’s opening remarks at the media briefing on covid. Retrieved March 11, 2020, from https://www.who.int/director-general/speeches/detail/ who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020 Zheng, A., & Graham, J. (2022). Public education inequality and intergenerational mobility. American Economic Journal: Macroeconomics, 14 (3), 250–82. https://doi.org/10.1257/mac.20180466 |
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Cortés Cortés, Darwin80426652600Amaya Pérez, StephanyMagíster en EconomíaMaestríaFull time2d043f43-4e66-4276-b47f-68cdc0dac8c6-12024-07-29T17:02:33Z2024-07-29T17:02:33Z2023-05-30Este artículo investiga las repercusiones de la pandemia del COVID-19 en la educación en casa en Colombia, centrándose específicamente en los resultados académicos de los estudiantes de hogares vulnerables. Utilizando las puntuaciones de las pruebas Saber 11 como medida del rendimiento académico, el estudio profundiza en la influencia del acceso a Internet y la migración escolar en los resultados del aprendizaje. Las conclusiones indican que el cierre de escuelas y la transición a la educación en casa exacerbaron las disparidades en el rendimiento académico, afectando especialmente a los estudiantes de bajos ingresos. Además, se constata que la desigualdad también aumentó debido a las decisiones de los padres de cambiar a los alumnos de centros privados a públicos. El estudio subraya la importancia de tener en cuenta los factores socioeconómicos y la accesibilidad a Internet a la hora de diseñar estrategias educativas durante las crisis.This paper investigates the repercussions of the COVID-19 pandemic on homeschooling in Colombia, with a specific focus on the academic outcomes of students from vulnerable households. Utilizing Saber 11 test scores as a metric for academic achievement, the study delves into the influence of internet access and school migration on learning outcomes. The findings indicate that the closure of schools and the transition to homeschooling exacerbated disparities in academic performance, particularly affecting students from low-income backgrounds. Additionally, it is found that inequality also increased due to parental decisions to change pupils from private to public institutions. The study underscores the significance of considering socioeconomic factors and internet accessibility when devising educational strategies during crises.26 ppapplication/pdfhttps://repository.urosario.edu.co/handle/10336/43147spaUniversidad del RosarioFacultad de EconomíaMaestría en EconomíaAttribution-NonCommercial-ShareAlike 4.0 InternationalAbierto (Texto Completo)EL AUTOR, manifiesta que la obra objeto de la presente autorización es original y la realizó sin violar o usurpar derechos de autor de terceros, por lo tanto la obra es de exclusiva autoría y tiene la titularidad sobre la misma. PARGRAFO: En caso de presentarse cualquier reclamación o acción por parte de un tercero en cuanto a los derechos de autor sobre la obra en cuestión, EL AUTOR, asumirá toda la responsabilidad, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos la universidad actúa como un tercero de buena fe. EL AUTOR, autoriza a LA UNIVERSIDAD DEL ROSARIO, para que en los términos establecidos en la Ley 23 de 1982, Ley 44 de 1993, Decisión andina 351 de 1993, Decreto 460 de 1995 y demás normas generales sobre la materia, utilice y use la obra objeto de la presente autorización. -------------------------------------- POLITICA DE TRATAMIENTO DE DATOS PERSONALES. Declaro que autorizo previa y de forma informada el tratamiento de mis datos personales por parte de LA UNIVERSIDAD DEL ROSARIO para fines académicos y en aplicación de convenios con terceros o servicios conexos con actividades propias de la academia, con estricto cumplimiento de los principios de ley. Para el correcto ejercicio de mi derecho de habeas data cuento con la cuenta de correo habeasdata@urosario.edu.co, donde previa identificación podré solicitar la consulta, corrección y supresión de mis datos.http://creativecommons.org/licenses/by-nc-sa/4.0/http://purl.org/coar/access_right/c_abf2Abadia, L. K., Bernal, G., Gómez, S., & Alonso, S. (2022). Hechos y recomendaciones para enfrentar los efectos negativos del covid-19 en la educación colombiana. Covid-19 consecuencias y desaf ıos en la econom ıa colombiana. Una mirada desde las universidades, 209–224.Agostinelli, F., Doepke, M., Sorrenti, G., & Zilibotti, F. (2020). It takes a village: The economics of parenting with neighborhood and peer effects (Working Paper No. 27050). National Bureau of Economic Research. https://doi.org/10.3386/w27050Agostinelli, F., Doepke, M., Sorrenti, G., & Zilibotti, F. (2022). When the great equalizer shuts down: Schools, peers, and parents in pandemic times. Journal of Public Economics, 206, 104574. https://doi.org/https://doi.org/10.1016/j.jpubeco.2021.104574Alderete, M. V., & Formichella, M. M. (2016). Efecto de las tic en el rendimiento educativo: El programa conectar igualdad en la argentina. Revista Cepal.Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., & Burrell, N. (2004). 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