Abstract
This study aims to understand the relationship between quality and equity in different regions of Peru. The academic results of students in Language and Mathematics in the second and fourth years of Primary Education from 2007 to 2018 were analysed. The results indicate improvements in the scores and a more homogeneous result distribution in the country, and show that area, poverty index, investment in education, permanence, and enrollment rates affect academic results and the coefficient of variation, and that the latter is also affected by subject and GDP. Lower scores are attributed to rural areas, with public centres presenting the greatest inequalities. Finally, slight increases in the socioeconomic index of families with fewer resources have an effect on score improvement.
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