Lo comportamental e institucional como factores asociados a las calificaciones escolares en Lengua y Matemática

Abstract

There is a widespread consensus that socio-economic background influences the process by which children and teenagers integrate into formal education, and on the difficulties the system itself has in building equitable educational offerings that guarantee effective equality of outcome. The purpose of this study is to understand the impact of structural and individual behavioral factors on school grades, which are considered proxy indicators of educational yield. Based on micro-data from the Argentine Social Debt Survey (ASDS), the Argentine Social Debt Observatory Program (ODSA-UCA), the study analyzes a set of socio-educational indicators from the period 2015- 2016 on the educational offering (objective and subjective) and educational yield, seeking to expand knowledge of the social and cultural aspects underlying socioeconomic inequalities through multivariate analysis models.