Keywords
Educational quality
Equal opportunity
Primary education
Latin America
How to Cite
Abstract
Despite the continued expansion of access to formal education systems in Latin America, structural inequalities persist and are reflected in school outcomes. Although there is evidence that schools with a more vulnerable student socioeconomic profile tend to show below average results, some institutions surpass achievement expectations, compensating for the initial disadvantages of their student body.
These institutions are referred to here as resilient schools, and the aim is to identify the factors influencing their probability of resilience. To this end, logistic regression models are estimated using the 2019 Sixth Grade Reading, Mathematics, and Science assessments from the Regional Comparative and Explanatory Study (ERCE).
Resilient schools are identified, in which the combination of family and school-related factors —demonstrating a strong commitment to education— helps foster a positive classroom and school environment. Among the family-related factors, notable ones include living in a non-violent neighborhood, positive parental expectations, and parental involvement in school activities. Among the school related factors, key elements include teacher tenure at the school, their commitment and clear interest in their students, as well as school leadership and rural location.
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