Infraestructura escolar y calidad educativa: evaluación de una intervención de rehabilitación en educación primaria en Chihuahua

School infrastructure shapes continuity of instruction, well‑being, and access to basic services, particularly in high‑marginality settings. This article analyzes the association between a school rehabilitation intervention and observable changes in school‑efficiency indicators and institutional climate in a public primary school in Aldama, Chihuahua, over 2018–2022. A quasi‑experimental pre–post mixed‑methods design was used: (a) school records for 118 students and 7 teachers; (b) surveys administered to all staff (n=7) and to 20 students; and (c) interviews with school leadership, teachers, families, and 5th–6th grade students. After the intervention (roof waterproofing, accessible restrooms, electrical upgrades and air conditioning, cafeteria, and perimeter fencing), absenteeism (−15%), gastrointestinal‑illness‑related absences (−28%), and tardiness (−59%) decreased; retention increased from 94% to 99% (+5 p.p.), and the academic average rose by ≈5–8 points on the institutional scale despite the pandemic context. Given the study design, findings are reported as descriptive associations rather than generalizable causal effects. Overall, results suggest that improved infrastructure may support educational quality and territorial equity when paired with maintenance and evaluative follow‑up.