Determinants of performance in last grade ICFES test in Medellns schools

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1 What is bad performance in basic and secondary
school in Colombia due to?

• - The agency problems in the regulation-control-fi
  nancing system, bad school management, and lack
  of teachers incentives associated with their
  performance (Wiesner, 1997 Misión Alesina, 2001
  and Tobón et. al., 2003).
• - The need to improve the institutions,
  parents-directives-teachers interactions, and the
  public school management, which have not been
  subjected to measurement (Gaviria and Barrientos,
  2001 Nuñez, 2002 Restrepo and Alviar, 2003).

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1 What is bad performance in basic and secondary
school in Colombia due to?

• - The fact that when teacher characteristic
  indexes, incentives (monetary and non monetary
  ones) and school environment area measured, the
  school characteristics and students are more
  important than the teachers career and the
  incentives (Tobón et.al., 2003).
• - The latest work indicating that schools can not
  compensate the differences in students and
  families characteristics (Correa, 2004).

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2 Relevant studies indicate that

• - To emphasizes in incentives, autonomy and
  decision power of teachers is important, but so
  are the home characteristics (Mizala and
  Romaguera MR-,2002 Vegas, 2003 MR and
  Reinaga, 2004)
• - Teaching and pedagogy theories have not been
  considered (Scheerens, 1999).
• - School and teachers cultural-violence-socioecon
  omic context must be considered (Fuller and
  Clark, 1994 Heneveld and Craig, 1996, Grogger,
  1997 Garner and Raudenbush, 1991)
• - Basic and secondary school performance change
  due to individual and contextual factors
  (Cervini, 2002 y 2005).

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2 Relevant studies indicate that

• - Institutions must be understood, as efficiency
  in public expenses in education. Achievement
  tests are an institutional instrument which
  motivates the effort of all the actors toward a
  goal (Bishop, 2002).
• - The better the institutional environment, the
  better the students achievements but it is
  better to give group incentives to teachers, for
  stimulating a trust and cooperative environment
  instead of a rivalry one (Mcmeekin, 2001).
• In general, education and socioeconomic
  characteristics of the family are more
  determinant. School and teacher characteristics
  as well as the role of expenses in education are
  more controversial.
• Researches that include inputs are numerous, but
  those including classroom and school managing
  processes are more consistent (Piñeros, 2002).

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3 Methodology

• Information revelation mechanisms (preferences)
  to know the actions and interactions among
  teaching process actors.
• Hierarchical models. Nesting appears in the
  educational process. Variables are grouped
  hierarchically which indicate different levels
  and the interest settles in searching the
  variability due to each one of them.
• So the institutional contest can be naturally
  introduced.

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3. Methodology

• Qualitative variables main components (Catpca).
  For transforming qualitative variables into
  quantitative ones.
• Factor analysis. Permits adding variables to
  indexes, due to their correlations, and
  diminishes the transformed data variables and
  co-variables matrix rank.

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4 Used information

• A survey applied to 840 last grade teachers and
  directives of 105 schools in Medellín 45
  privates and 60 public schools 6 male, 15
  female, and 85 male and female ones (mainly
  officials) covering 8,345 students (49.5 F y el
  50.5 M).
• The survey allows us to know managing and
  teaching human capital, their interactions,
  school institutionally, as well as the
  relationships with the local administration. It
  also indirectly allows us to know the
  nutritional, affective and cognitive conditions
  of the students.
• ICFES form 2003 on socioeconomic student
  conditions.
• DANEs form on school resources and
  infrastructure.

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4 Used information

• Hierarchical level 2. indexes using surveys
  applied to teachers and principals were built.
  Input variables are individual and standardized
• Hierarchical level 1. Variables are individual,
  mostly numeric or dichotomy, except those
  associated with parent human capital.

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5 Indexes construction
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Anova model (Empty model)
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Intra-School Coefficient Correlation (ICC)

• School affects 38 in the differences presented
  in the total variation of the school achievement.

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First Level Variable Estimation
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First level variable explained variability
achievement proportion
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First Level significant variables estimation plus
second level variables
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Variable proportion explained by the average
achievement adjusted in schools, compared to the
ANOVA
Unfortunately, the included first level variables
do not contribute much to explain
achievements. Regrettably, the Saber tests for
5th and 9th grade were only recently applied to
all the schools of Medellín. Moreover, the
registration files at the Secretary of Education
contain very little information on students.
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A greater of better infrastructure does not
necessarily help the achievement
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Variability in the marginal contribution on each
explanatory variable
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Variability in the marginal contribution on each
explanatory variable

• When the variability in the marginal contribution
  on each explanatory variable over the achievement
  depend on each school, the only significant
  variable was the economic stratification.

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Definitive hierarchical model
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Adjusted proportion of the variability achievement
The included first level variables do not
contribute much to explain achievements
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Conclusions

• - In Colombia we are subject to scarce
  information on processes and conditions of the
  students.
• - The constructed second level variables are
  highly explanatory in opposition to the second
  level ones.
• - The parent human capital and the initial
  student conditions are much more important than
  the teacher human capital.
• - To have and use resources has a greater
  importance, though the information on
  infrastructure is bad.
• - A fruitful analysis via, in the teaching
  economy, is to advance in the designing of
  surveys for revealing the institutionally and
  governability in the schools.