Estudio de la eficacia escolar en centros educativos de primaria mediante el uso de Modelos Jerárquicos Lineales

Abstract

INTRODUCCIÓN. Se presenta un estudio censal sobre la eficacia escolar en los centros educativos de primaria de la comunidad autónoma de La Rioja, un análisis secundario de una evaluación diagnóstica (ED) previa en esa comunidad. Se valoró el impacto de variables contextuales en los rendimientos de las asignaturas evaluadas no usando las puntuaciones medias brutas obtenidas en la ED, sino las puntuaciones medias ajustadas una vez controlado el efecto de variables contextuales. MÉTODO. El control se realizó por modelización estadística multinivel con modelos jerárquicos lineales en dos niveles: estudiantes y centros. Los residuos de los modelos se usaron como criterio de eficacia escolar. RESULTADOS. Se realizó un análisis descriptivo por niveles de las variables contextuales y de los rendimientos, además de un análisis detallado de los modelos jerárquicos por asignaturas. A partir de los residuos de los modelos se logró una ordenación de los centros según su eficacia. DISCUSIÓN. Los modelos jerárquicos lineales resultaron ser una herramienta adecuada para conocer el impacto de las variables contextuales en el aprendizaje escolar, más allá del rendimiento de los centros aportado previamente en la ED. Los modelos posibilitaron conocer los centros escolares con los mejores y peores resultados de eficacia controlado el efecto del contexto. La estrategia jerárquica detectó que en la relación de centros se encuentran escuelas de ambas redes y de muy diverso nivel socioeconómico, así como que en centros en los que en una asignatura obtienen un residuo muy alto (o muy bajo) no les ocurre lo mismo en otras asignaturas, informaciones imposibles de lograr con herramientas de análisis más convencionales.

Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models

“…The center's mean ESCS was only significant in one year, 2016-2017, for the LC competency. Likewise, the results suggested a decrease in LC in the case of centers with only female students, results similar to those of López-González et al [76], in which they also had a change in gender direction at the center level. Although this could be a model fit, the results may suggest that female students would benefit from a mixed gender composition in the centers.…”

“…On the other hand, the percentage of variance explained was higher in the case of LC and schools, so the inclusion of predictor variables allows for a more accurate estimation of the contribution of schools to the development of competencies. Therefore, the calculation of their effectiveness will be more accurate when controlling the student characteristics [76]. The covariates were added as a fixed part.…”

“…Coinciding with Wei [37], it has been shown that, at early ages, a high level of student support, as well as a high level of time spent on homework, is associated with poor academic results [76]. This could be due to the fact that those students who receive more help or dedicate more time to schoolwork are also those who need more help and time, being a direct consequence of their performance capacity.…”

“…The procedural model followed for the selection of centers could facilitate the development of specific interventions aimed at improving the effectiveness of schools [60] and expanding knowledge of the variables that help explain educational performance [9,25,27,47,64,65]. However, given the complexity of the educational system and the study of social sciences, it is assumed that the results are partial when taking the performance in certain competencies as a reference, with the educational reality being more complex and beyond the results of diagnostic evaluations [6,76]. Therefore, we believe it is important for educational evaluation and improvement to create dialogue between paradigms, riding between the macro and micro scales, as well as the international and the local [73].…”

Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models

“…The auditory working memory required in this type of test, on which girls seem to perform better [55], exerts a significant impact on the performance of reading comprehension tasks [71] and has also been related to verbal episodic memory [72]. Comparative studies conducted on mathematical reasoning competence and communicative competence in boys and girls have found a correlation between worse results in mathematical reasoning and better performance in communicative competence in the case of female students in secondary education (12-16 years old) [7,41,46,[58][59][60][61][62][63][64][65][68][69][70]. Notably, however, such differentiation seems to be absent at earlier stages [45,48], with female students' overall performance being higher in both competencies [67].…”