Learning environments and school success in Latin America

Geovanny Castro Aristizabal (), Felipe Acosta-Ortega () and Ana Virginia Moreno-Charris ()
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Geovanny Castro Aristizabal: Universidad de Santander UDES
Felipe Acosta-Ortega: Fundación Universitaria de Popayán
Ana Virginia Moreno-Charris: Universidad de la Costa

Lecturas de Economía, 2024, issue 101, 7-46

Abstract: This article finds the relationship that learning environments have on school success, in the Latin American countries participating in the International Program for Student Assessment (PISA), of the year 2018, estimating the Educational Production Function. Subsequently, the Shorrocks-Shapley decomposition is applied to determine which of the dimensions associated with learning has a greater weight in the heterogeneity of school success. It was found that the best school environments favor school success, while when the school climate in the classroom is "not the best", performance drops. It was calculated, for the group of Latin American countries, that, on average, learning environments explain the variability of school success in 29.09% for mathematics, 28.01% for reading and 28.71% for science, being the dimension that to a greater extent explains this heterogeneity.

Keywords: Academic achievement; educational production function; learning environments; Shorrocks-Shapley; Latin America; PISA (search for similar items in EconPapers)
JEL-codes: I21 O54 (search for similar items in EconPapers)
Date: 2024
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DOI: 10.17533/udea.le.n101a353923

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