Abstract
Combining data from the last three editions of the Programme for International Student Assessment (PISA) with a multilevel approach, we aim to assess the effect of Latin American schools on student attainment and identify factors that contribute to their performance. It is found that family background, students’ characteristics and school community profile (peer effect) are paramount in explaining student performance. Regarding the school facilities, the disciplinary climate in the classroom and the existence and adequacy of pedagogical resources are the determinants that stood out the most. Moreover, the use of a multilevel approach is of utmost importance, since a considerable art of student performance variation is explained by differences among schools (school effect). Finally, the peer effect and the school effect suggest that the socioeconomic inequality in Latin American countries is quite important in determining the students’ performance.
Highlights
The interest in assessing the students’ performance and the educational system effectiveness began more than fifty years ago
The Programme for International Student Assessment (PISA) is a large-scale educational evaluation coordinated by the Organization for Economic Co-operation and Development (OECD), held every three years since 2000
The sample used in the empirical analysis comprises the indicators summarized in Table 1 for seven Latin American countries —Brazil, Chile, Colombia, Costa Rica, Mexico, Peru, and Uruguay— that engaged on the PISA assessment in 2009, 2012 and 2015
Summary
The interest in assessing the students’ performance and the educational system effectiveness began more than fifty years ago. Coleman et al (1966) was one of the first and most relevant studies on the subject that relates students’ test results to assess verbal and nonverbal skills to the characteristics of the students, the families, the schools, and the teachers They conclude that the differences in educational output would be better explained through socioeconomic variables than by school related characteristics. Using PISA 2003 data, the authors find a significant endogeneity for two out of three countries in the sample Another rationale in considering this peer effect is that behavior, as well as student performance, is influenced by the socioeconomic statuses, and other characteristics of those individuals surrounding the student.
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