Diferencias en resultados académicos entre educación técnico-profesional y humanista-científica en Chile

• Autores: Mauricio Farias, Rafael Carrasco
• Localización: Calidad en la educación, ISSN-e 0718-4565, Nº. 36, 2012, págs. 87-121
• Idioma: español
• DOI: 10.4067/S0718-45652012000100003
• Títulos paralelos:
  • Differences in learning outcomes between technical-professional education and scientific-humanistic education in Chile
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 13 Citas
• Resumen
  • español

    Este estudio compara las diferencias en el rendimiento académico entre estudiantes de enseñanza media técnico-profesional y humanista-científica en Chile, usando propensity score matching y análisis de sensibilidad. Las estimaciones indican que los estudiantes de educación técnico-profesional obtienen en promedio 0,28 desviaciones estándar por debajo de estudiantes similares en educación humanista-científica. Adicionalmente, la evidencia muestra efectos diferenciados según nivel de logro inicial. Estos efectos alcanzan hasta 0,59 desviaciones estándar para alumnos con mayores habilidades académicas. Estos estudiantes podrían limitar seriamente sus oportunidades de acceso a educación superior al preferir educación técnico-profesional. El análisis de sensibilidad sugiere que la mayoría de estas diferencias son suficientemente grandes como para ser significativas incluso ante la posible presencia de variables importantes omitidas.

  • English

    This study analyzes differences in academic achievement among students enrolled in vocational education compared to students in academic education at the secondary level in Chile. Using OLS, propensity score matching and sensitivity analysis we examine test score differences between 10th and 12th grades in math and language. The study provides evidence that vocational education students perform, on average, 0.28 standard deviations below similar students in academic education. There is additional evidence of differentiated effects depending on the initial achievement levels. These effects rangefrom 0.08 to 0.49 standard deviationsfor lower and higher achievers respectively. Finally, the sensitivity analysis suggests that most of these differences are important enough to be significant even in the presence of potentially strong omitted variables.

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