Rendimiento académico: ¿qué papel juegan los factores institucionales?

This paper examines which is the relationship between institutional factors and the academic achievement in mathematics. To reach this purpose, 1,653 students who had taken the test in 2010 and who came from 44 high schools in Medellin, Colombia were selected. The econometric estimate was conducted...

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Autores:
Montes, Isabel
Garcés, José David
Chica, Sandra Milena
Jaramillo, Alberto
Tipo de recurso:
Fecha de publicación:
2014
Institución:
Universidad EAFIT
Repositorio:
Repositorio EAFIT
Idioma:
spa
OAI Identifier:
oai:repository.eafit.edu.co:10784/2687
Acceso en línea:
http://hdl.handle.net/10784/2687
Palabra clave:
academic achievement
institutional factors
Hierarchical Linear Models
Rendimiento académico
factores institucionales
modelos lineales jerárquicos
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License
Acceso abierto
id REPOEAFIT2_c5cc58007158e13e4ecea8947208e4ed
oai_identifier_str oai:repository.eafit.edu.co:10784/2687
network_acronym_str REPOEAFIT2
network_name_str Repositorio EAFIT
repository_id_str
dc.title.spa.fl_str_mv Rendimiento académico: ¿qué papel juegan los factores institucionales?
title Rendimiento académico: ¿qué papel juegan los factores institucionales?
spellingShingle Rendimiento académico: ¿qué papel juegan los factores institucionales?
academic achievement
institutional factors
Hierarchical Linear Models
Rendimiento académico
factores institucionales
modelos lineales jerárquicos
title_short Rendimiento académico: ¿qué papel juegan los factores institucionales?
title_full Rendimiento académico: ¿qué papel juegan los factores institucionales?
title_fullStr Rendimiento académico: ¿qué papel juegan los factores institucionales?
title_full_unstemmed Rendimiento académico: ¿qué papel juegan los factores institucionales?
title_sort Rendimiento académico: ¿qué papel juegan los factores institucionales?
dc.creator.fl_str_mv Montes, Isabel
Garcés, José David
Chica, Sandra Milena
Jaramillo, Alberto
dc.contributor.eafitauthor.none.fl_str_mv imontesg@eafit.edu.co
jgarces3@eafit.edu.co
smchica@gmail.com
ajarami@eafit.edu.co
dc.contributor.author.none.fl_str_mv Montes, Isabel
Garcés, José David
Chica, Sandra Milena
Jaramillo, Alberto
dc.subject.keyword.eng.fl_str_mv academic achievement
institutional factors
Hierarchical Linear Models
topic academic achievement
institutional factors
Hierarchical Linear Models
Rendimiento académico
factores institucionales
modelos lineales jerárquicos
dc.subject.keyword.spa.fl_str_mv Rendimiento académico
factores institucionales
modelos lineales jerárquicos
description This paper examines which is the relationship between institutional factors and the academic achievement in mathematics. To reach this purpose, 1,653 students who had taken the test in 2010 and who came from 44 high schools in Medellin, Colombia were selected. The econometric estimate was conducted by means of Hierarchical Linear Model (HLM), which its independent variables were classified in two levels: student and institution. Our main results provide evidence to support that 31.4% of educational attainment in mathematics is explained by institutional variables such as the number of hours in math class, to belong to private schools and with a unique gender, the use of textbook and the school size.
publishDate 2014
dc.date.available.none.fl_str_mv 2014-06-17T22:32:09Z
dc.date.issued.none.fl_str_mv 2014-06-16
dc.date.accessioned.none.fl_str_mv 2014-06-17T22:32:09Z
dc.type.eng.fl_str_mv workingPaper
info:eu-repo/semantics/workingPaper
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_b1a7d7d4d402bcce
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_8042
dc.type.local.spa.fl_str_mv Documento de trabajo de investigación
dc.type.hasVersion.eng.fl_str_mv draft
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10784/2687
dc.identifier.jel.none.fl_str_mv I20
I21
I28
url http://hdl.handle.net/10784/2687
identifier_str_mv I20
I21
I28
dc.language.iso.eng.fl_str_mv spa
language spa
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.local.spa.fl_str_mv Acceso abierto
rights_invalid_str_mv Acceso abierto
http://purl.org/coar/access_right/c_abf2
dc.coverage.spatial.eng.fl_str_mv Medellín de: Lat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degrees Long: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees
dc.publisher.spa.fl_str_mv Universidad EAFIT
dc.publisher.department.spa.fl_str_mv Escuela de Economía y Finanzas
institution Universidad EAFIT
bitstream.url.fl_str_mv https://repository.eafit.edu.co/bitstreams/cc1afcd3-4227-4d03-8f4b-8b85ca6b6213/download
https://repository.eafit.edu.co/bitstreams/f20a80e3-a33f-4085-a0d4-faa0e4123eab/download
bitstream.checksum.fl_str_mv a4a15015cc3b57a4390e89906678ba6e
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bitstream.checksumAlgorithm.fl_str_mv MD5
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repository.name.fl_str_mv Repositorio Institucional Universidad EAFIT
repository.mail.fl_str_mv repositorio@eafit.edu.co
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spelling Medellín de: Lat: 06 15 00 N degrees minutes Lat: 6.2500 decimal degrees Long: 075 36 00 W degrees minutes Long: -75.6000 decimal degrees2014-06-17T22:32:09Z2014-06-162014-06-17T22:32:09Zhttp://hdl.handle.net/10784/2687I20I21I28This paper examines which is the relationship between institutional factors and the academic achievement in mathematics. To reach this purpose, 1,653 students who had taken the test in 2010 and who came from 44 high schools in Medellin, Colombia were selected. The econometric estimate was conducted by means of Hierarchical Linear Model (HLM), which its independent variables were classified in two levels: student and institution. Our main results provide evidence to support that 31.4% of educational attainment in mathematics is explained by institutional variables such as the number of hours in math class, to belong to private schools and with a unique gender, the use of textbook and the school size.El presente artículo examina cuáles son los factores institucionales que tienen relación con el rendimiento académico en matemáticas. Para ello se tomó un corte transversal de 1653 estudiantes que presentaron el examen de Estado de la educación media (Saber 11) en el 2010, provenientes de 44 instituciones educativas de la ciudad de Medellín - Colombia. La estimación se hizo por medio de un Modelo Lineal Jerárquico cuyas variables independientes se clasificaron en dos niveles: estudiante e institución. Los principales resultados evidencian que el 31,4% del rendimiento de los estudiantes en matemáticas es explicado por variables institucionales como el número de horas de matemáticas, el pertenecer a colegios privados y de un solo género, el uso de texto guía y el tamaño del colegio.spaUniversidad EAFITEscuela de Economía y FinanzasRendimiento académico: ¿qué papel juegan los factores institucionales?workingPaperinfo:eu-repo/semantics/workingPaperDocumento de trabajo de investigacióndrafthttp://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_8042Acceso abiertohttp://purl.org/coar/access_right/c_abf2academic achievementinstitutional factorsHierarchical Linear ModelsRendimiento académicofactores institucionalesmodelos lineales jerárquicosimontesg@eafit.edu.cojgarces3@eafit.edu.cosmchica@gmail.comajarami@eafit.edu.coMontes, IsabelGarcés, José DavidChica, Sandra MilenaJaramillo, AlbertoLICENSElicense.txtlicense.txttext/plain; charset=utf-81145https://repository.eafit.edu.co/bitstreams/cc1afcd3-4227-4d03-8f4b-8b85ca6b6213/downloada4a15015cc3b57a4390e89906678ba6eMD52ORIGINAL2014_14_Alberto_Jaramillo.pdf2014_14_Alberto_Jaramillo.pdfDocumento de trabajo de investigaciónapplication/pdf1592206https://repository.eafit.edu.co/bitstreams/f20a80e3-a33f-4085-a0d4-faa0e4123eab/downloadcb50dcd1828c94b0fa93884102143460MD5310784/2687oai:repository.eafit.edu.co:10784/26872024-03-05 14:06:01.044open.accesshttps://repository.eafit.edu.coRepositorio Institucional Universidad EAFITrepositorio@eafit.edu.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