School Effect and Student Performance: a Latin American Assessment from PISA

Combining data from the last three editions of the Programme for International Student Assessment (PISA) with a multilevel approach, we aim to assess the effect of Latin American schools on student attainment and identify factors that contribute to their performance. It is found that family backgrou...

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Detalles Bibliográficos
Autores: Alves, Fabiana A., Candido, Osvaldo
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:Perú
Institución:Pontificia Universidad Católica del Perú
Repositorio:Revistas - Pontificia Universidad Católica del Perú
Idioma:inglés
OAI Identifier:oai:ojs.pkp.sfu.ca:article/23017
Acceso en línea:http://revistas.pucp.edu.pe/index.php/economia/article/view/23017
Access Level:acceso abierto
Palabra clave:Student attainment
Multilevel model
School effect
Peer effect
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spelling School Effect and Student Performance: a Latin American Assessment from PISAAlves, Fabiana A.Candido, OsvaldoStudent attainmentMultilevel modelSchool effectPeer effectCombining data from the last three editions of the Programme for International Student Assessment (PISA) with a multilevel approach, we aim to assess the effect of Latin American schools on student attainment and identify factors that contribute to their performance. It is found that family background, students’ characteristics and school community profile (peer effect) are paramount in explaining student performance. Regarding the school facilities, the disciplinary climate in the classroom and the existence and adequacy of pedagogical resources are the determinants that stood out the most. Moreover, the use of a multilevel approach is of utmost importance, since a considerable art of student performance variation is explained by differences among schools (school effect). Finally, the peer effect and the school effect suggest that the socioeconomic inequality in Latin American countries is quite important in determining the students’ performance.Pontificia Universidad Católica del Perú2020-08-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistas.pucp.edu.pe/index.php/economia/article/view/23017Economia; Vol. 43 No. 86 (2020); 79-99Economía; Vol. 43 Núm. 86 (2020); 79-992304-43060254-4415reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPenghttp://revistas.pucp.edu.pe/index.php/economia/article/view/23017/22015https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs.pkp.sfu.ca:article/230172021-02-02T19:04:16Z
dc.title.none.fl_str_mv School Effect and Student Performance: a Latin American Assessment from PISA
title School Effect and Student Performance: a Latin American Assessment from PISA
spellingShingle School Effect and Student Performance: a Latin American Assessment from PISA
Alves, Fabiana A.
Student attainment
Multilevel model
School effect
Peer effect
title_short School Effect and Student Performance: a Latin American Assessment from PISA
title_full School Effect and Student Performance: a Latin American Assessment from PISA
title_fullStr School Effect and Student Performance: a Latin American Assessment from PISA
title_full_unstemmed School Effect and Student Performance: a Latin American Assessment from PISA
title_sort School Effect and Student Performance: a Latin American Assessment from PISA
dc.creator.none.fl_str_mv Alves, Fabiana A.
Candido, Osvaldo
author Alves, Fabiana A.
author_facet Alves, Fabiana A.
Candido, Osvaldo
author_role author
author2 Candido, Osvaldo
author2_role author
dc.subject.none.fl_str_mv Student attainment
Multilevel model
School effect
Peer effect
topic Student attainment
Multilevel model
School effect
Peer effect
description Combining data from the last three editions of the Programme for International Student Assessment (PISA) with a multilevel approach, we aim to assess the effect of Latin American schools on student attainment and identify factors that contribute to their performance. It is found that family background, students’ characteristics and school community profile (peer effect) are paramount in explaining student performance. Regarding the school facilities, the disciplinary climate in the classroom and the existence and adequacy of pedagogical resources are the determinants that stood out the most. Moreover, the use of a multilevel approach is of utmost importance, since a considerable art of student performance variation is explained by differences among schools (school effect). Finally, the peer effect and the school effect suggest that the socioeconomic inequality in Latin American countries is quite important in determining the students’ performance.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-11
dc.type.none.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv http://revistas.pucp.edu.pe/index.php/economia/article/view/23017
url http://revistas.pucp.edu.pe/index.php/economia/article/view/23017
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://revistas.pucp.edu.pe/index.php/economia/article/view/23017/22015
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Pontificia Universidad Católica del Perú
publisher.none.fl_str_mv Pontificia Universidad Católica del Perú
dc.source.none.fl_str_mv Economia; Vol. 43 No. 86 (2020); 79-99
Economía; Vol. 43 Núm. 86 (2020); 79-99
2304-4306
0254-4415
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