What factors are related to the socioeconomic gaps in school achievement between boys and girls in Bogotá, Colombia?

Abstract

Debate on student achievement, as measured by performance on national and international assessments, has gained worldwide attention because of its relationship to social and economic development. As such, multilateral organizations such as the World Bank and the Inter-American Development Bank have recommended that countries intensify current investments in education to improve school quality and reduce achievement gaps if they wish to boost equity and attain sustainable growth. This paper looks at the relationship between socioeconomic disparities and student achievement in a standardized test administered in 2017 to 5th grade students in Bogotá, Colombia. By using a two-level hierarchical linear model, it is possible to estimate not only the relationship between individual characteristics of the students (sociodemographic information) and performance on the test, but also account for the effect of the characteristics of the schools that they attend. Findings indicate that lengthening the school day, possession of washing machines, and parental education are key predictors of academic achievement.