Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina

Abstract

The equity level and variations of cognitive and non-cognitive achievements are analyzed, in the mathematics and language subjects, at the end of middle school education in Argentina. It has been used, all the available data from the National Census at the Conclusion of Middle School Level 1988, (“Censo Nacional de Finalización del Nivel Secundario de 1988”) performed by the Culture and Education Ministry of that country. The analyzed data is of about 116,894 students from about 2,062 schools. The model of lineal hierarchy or multilevel technique is used with three levels: students, schools and State. Objectives: To evaluate the effect of a set of factors of educational (in) equity, from cognitive and non-cognitive outcomes, the interschool variation from the effect of such factors and the consistency of institutional effectiveness. This study detects different variation levels of institutional (in) equity, depending on the kind of achievement inequity factor considered herein. Also sustains some variations of the institutional effectiveness degree, according to different kind of students and speaks of the implications of the findings.

Keywords

• Logro escolar
• educación secundaria
• inequidad educativa
• efectividad escolar
• resultados no cognitivos.