Análisis de Valor Agregado de la Educación Media en Colombia

Value-added studies in education allow, among other aspects, to evaluate the impact of educational institutions on student learning. Although there are different ways to measure added value, multilevel statistical models present a useful alternative. For this research, a sample of 40314 students grouped in 502 schools belonging to 22 departments of Colombia was analyzed. The longitudinal datasets come from standardized tests applied at two different points in time, with which mixed linear models were built that allowed estimating the added value for each school. The results indicate that private schools tend to have a higher added value than public schools. On the other hand, in 47% of the schools analyzed, a positive added value was estimated. In schools with high and low added value, there is an opportunity to deepen the analysis in relation to administrative, pedagogical and curricular aspects that are having effects on the development of student learning. Besides, key points of reflection about the measurement and evaluation mechanisms developed by the government are presented, emphasizing the limitations derived from the structure of the education system in Colombia.