Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina

Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina

The equity level and variations of cognitive and non-cognitive achievements are analyzed, in the mathematics and language subjects, at the end of middle school education in Argentina. It has been used, all the available data from the National Census at the Conclusion of Middle School Level 1988, (“C...

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Autor Principal: Cervini Iturre, Rubén Alberto
Formato: Online
Idioma:spa
eng
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2005
Acceso en liña:https://redie.uabc.mx/index.php/redie/article/view/114
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spelling redie-article-1142017-04-19T01:07:39Z Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina Variación de la equidad en resultados cognitivos y no cognitivos de la educación media de Argentina Cervini Iturre, Rubén Alberto School achievement secondary education educational inequality school effectiveness non-cognitive outcomes. Logro escolar educación secundaria inequidad educativa efectividad escolar resultados no cognitivos. The equity level and variations of cognitive and non-cognitive achievements are analyzed, in the mathematics and language subjects, at the end of middle school education in Argentina. It has been used, all the available data from the National Census at the Conclusion of Middle School Level 1988, (“Censo Nacional de Finalización del Nivel Secundario de 1988”) performed by the Culture and Education Ministry of that country. The analyzed data is of about 116,894 students from about 2,062 schools. The model of lineal hierarchy or multilevel technique is used with three levels: students, schools and State. Objectives: To evaluate the effect of a set of factors of educational (in) equity, from cognitive and non-cognitive outcomes, the interschool variation from the effect of such factors and the consistency of institutional effectiveness. This study detects different variation levels of institutional (in) equity, depending on the kind of achievement inequity factor considered herein. Also sustains some variations of the institutional effectiveness degree, according to different kind of students and speaks of the implications of the findings. Se analizan el nivel y las variaciones de la equidad en logros cognitivos y no cognitivos, en las materias de Matemáticas y Lengua, en el último año de la educación secundaria en Argentina. Se utilizan los datos disponibles del Censo Nacional de Finalización del Nivel Secundario de 1998, realizado por el Ministerio de Cultura y Educación de dicha nación. El archivo analizado es de 116,894 alumnos de 2,062 escuelas. Se utiliza la técnica de modelos jerárquicos lineales o multinivel, con tres niveles: alumnos, escuela y Estado. Los objetivos son: evaluar el efecto de un conjunto de factores de (in)equidad educacional sobre resultados cognitivos y no cognitivos, la variación interescuela del efecto de tales factores y la consistencia de efectividad institucional. El estudio detecta diferentes grados de variación en la (in)equidad institucional, dependiendo del tipo de logro y del factor de inequidad considerado. Constata también algunas variaciones en el grado de efectividad institucional respecto a diferentes tipos de alumnos, y discute las implicaciones de los hallazgos. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2005-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/114 Revista Electrónica de Investigación Educativa; Vol. 7 No. 1 (2005) Revista Electrónica de Investigación Educativa; Vol. 7 Núm. 1 (2005) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/114/1105 https://redie.uabc.mx/index.php/redie/article/view/114/195 https://redie.uabc.mx/index.php/redie/article/view/114/1106 https://redie.uabc.mx/index.php/redie/article/view/114/196 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Cervini Iturre, Rubén Alberto
spellingShingle Cervini Iturre, Rubén Alberto
Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina
author_facet Cervini Iturre, Rubén Alberto
author_sort Cervini Iturre, Rubén Alberto
title Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina
title_short Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina
title_full Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina
title_fullStr Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina
title_full_unstemmed Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina
title_sort equity variation of cognitive and non-cognitive outcomes of middle school education in argentina
description The equity level and variations of cognitive and non-cognitive achievements are analyzed, in the mathematics and language subjects, at the end of middle school education in Argentina. It has been used, all the available data from the National Census at the Conclusion of Middle School Level 1988, (“Censo Nacional de Finalización del Nivel Secundario de 1988”) performed by the Culture and Education Ministry of that country. The analyzed data is of about 116,894 students from about 2,062 schools. The model of lineal hierarchy or multilevel technique is used with three levels: students, schools and State. Objectives: To evaluate the effect of a set of factors of educational (in) equity, from cognitive and non-cognitive outcomes, the interschool variation from the effect of such factors and the consistency of institutional effectiveness. This study detects different variation levels of institutional (in) equity, depending on the kind of achievement inequity factor considered herein. Also sustains some variations of the institutional effectiveness degree, according to different kind of students and speaks of the implications of the findings.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2005
url https://redie.uabc.mx/index.php/redie/article/view/114
_version_ 1715723506718605312

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