El peso de los factores contextuales en la asistencia a la secundaria entre los adolescentes costarricenses según la información censal

Abstract

<jats:p>El abandono del sistema escolar es un problema social común en América Latina. Se propone un análisis de la asociación entre la asistencia a la educación secundaria entre los jóvenes en edad escolar en Costa Rica y las variables agregadas que describen las características de las áreas en que residen estas personas, con el fin de aproximarse a los posibles “efectos de barrio”. Se utiliza un modelo logístico multinivel con datos censales. Se encuentra una asociación positiva entre la asistencia a la educación secundaria y el nivel socioeconómico tanto del joven como del barrio. Se observa también que los jóvenes con discapacidad, los nicaragüenses, los que migraron recientemente dentro del país, y sobre todo aquellos que están laborando, tienen menor probabilidad de asistir a un centro de enseñanza. Los hallazgos refuerzan la idea de que las políticas públicas para la educación tienen que tomar en cuenta el contexto social en el que vive el joven para mantenerlo estudiando. </jats:p>

Rendimiento Academico De Estudiantes Con Y Sin Beca en La Facultad De Economia De La Universidad Nacional Del Altiplano-Puno

“…En este sentido, la beca permanencia exige como uno de los requisitos la acreditación de la condición de pobreza o pobreza extrema. Para mejorar la retención de estudiantes en el Perú, es importante considerar estos factores y tomar medidas para abordarlos (CAMACHO, 2019).…”

Teacher and Student Practices Associated with Performance in the PISA Reading Literacy Evaluation

“…Academic achievement or student's performance, understood as the result in the measurement of a skill or knowledge that in turn implies the performance on an assessment (Edel, 2003;Lamas, 2015) is subjected to and influenced by several variables that could have a negative or positive impact on that student's performance (Bormuth, 1973;Wilkinson, 1998;Artelt, Schiefele, and Schneider, 2001;Shiel and Cosgrove, 2002;Rasmussen, 2003;Connor, Son, Hitman and Morrison, 2005;Morrison, Bachman, and Connor, 2005;Brozo et al, 2014). These variables could include the practices that teachers have selected to teach their subject, (OECD, 2005;Guo et al, 2012;Meroni et al, 2015;Duke, Cerveti and Wise, 2016), student's habits (Bormuth, 1973;Wilkinson, 1998;Artelt, Schiefele, and Schneider, 2001;Shiel and Cosgrove, 2002;Rasmussen, 2003;OECD, 2010;Brozo et al, 2014;Brenes, 2019), and the factors that come from family context, such as the level of education of both the father and the mother, and their socioeconomic status (Montero et al, 2012;Hernández-Padilla and Bazán-Ramírez, 2016;Alves et al, 2017;García et al, 2018;Brenes, 2019).…”

“…Studies concerning contextual factors and their relationship with academic performance have shown that parental education, dependence on the school, and resources available for their performance in the school environment are determinants of student's performance (Hernández-Padilla and Bazán-Ramírez, 2016;García et al, 2018;Brenes, 2019). This way, research indicates students have more probabilities of staying in school and performing better if they have the support of their families, both in affective and economic terms (availability of economic resources).…”

“…This way, research indicates students have more probabilities of staying in school and performing better if they have the support of their families, both in affective and economic terms (availability of economic resources). It has also been observed that students' academic achievement is lower if the household has a precarious socioeconomic state, due to youngsters having to find a job to support their households (Trejos, 2010;Montero et al, 2012;Brenes, 2019).…”

“…From another perspective, in several studies it is stated that the level of education of legal guardians, fathers, and mothers, as well as their socioeconomic status, represent a positive relation with student's performance (Trejos, 2010;Montero et al, 2012;Brenes, 2019). To illustrate, in the study conducted by Alves et al (2017) on the latent variable family in which the association between the fathers' and mothers' levels of education, socioeconomic level, students' cognitive performance, and academic achievement were considered; it was found that the family variable has an important association with the students' cognitive and academic performance, the fathers and mothers with higher academic and socioeconomic levels are associated with higher academic achievement of their children.…”