Mexico : Determinants of Learning Policy Note

This report aims to identify the determinants of learning in Mexico, focusing on equity, cross-country comparisons and national studies. The present report provides new analytical work on the determinants of learning using international and national assessments, as well as new work on the returns to quality of education and an assessment of media coverage of international assessments. The report is organized as follows: Chapter 1 reviews the existing international and Mexican literature on education quality and the determinants of learning. Chapter 2 presents an overview of the state of education in Mexico. Chapter 3 discusses the analysis of the National Assessments (Estandures Nacionales) from 1998 to 2000 and the results of the analysis of PISA 2000 and PISA 2003 data. Finally, Chapter 4 concludes the main report with an agenda for action, which responds to the education situation in Mexico. The report's main message is that Mexico needs to increase secondary school enrollment rates. The country continues to do well at maintaining equity in terms of the impact of family background on scores and the very low dispersion between top and bottom achievers, which is unusual for a Latin American country participating in international achievement tests. To improve quality, Mexican schools need to improve the school climate and continue efforts to move decision-making from the state level education secretariats to the school level, thus increasing school autonomy. Also, accountability needs to be further strengthened by involving parents and the community more and setting clear goals and clear vision for the school system. Finally, Mexico's remarkable efforts to improve assessment of the system should continue, with continued participation in international achievement tests, as well as improvements of the national assessment system.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2005-07
Subjects:	ACADEMIC PERFORMANCE, ACCESS TO EDUCATION, ACHIEVEMENT, ACHIEVEMENT IN SCHOOL, ACHIEVEMENT TESTS, ACTIVE PARTICIPATION, ASSESSMENT SYSTEM, AUTONOMOUS SCHOOLS, BACKGROUND PAPERS, BASIC EDUCATION, BETTER LEARNING, BILINGUAL EDUCATION, CLASS SIZES, COGNITIVE ACHIEVEMENT, COMMUNITY INVOLVEMENT, COMMUNITY PARTICIPATION, COMPETENCIES, COURSE CONTENT, CRITICAL THINKING, CURRICULA, CURRICULUM, DEVELOPING COUNTRIES, DISADVANTAGED GROUPS, DISADVANTAGED STUDENTS, DROP-OUT RATES, DROPOUT RATES, ECONOMIC GROWTH, EDUCATION ENVIRONMENT, EDUCATION EQUITY, EDUCATION MATERIALS, EDUCATION OUTCOMES, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION QUALITY, EDUCATION REFORM, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL ATTAINMENT, EDUCATIONAL EVALUATION, EDUCATIONAL INNOVATION, EDUCATIONAL INSTITUTIONS, EDUCATIONAL OUTCOMES, EDUCATIONAL POLICIES, EDUCATIONAL POLICY, EDUCATIONAL POLICY MAKING, EDUCATIONAL QUALITY, EDUCATIONAL RESOURCES, EFFECTIVE SCHOOLS, ENROLLMENT, ENROLLMENT BY LEVEL, ENROLLMENT RATES, EXAMS, HEAD, HIGHER EDUCATION, HIGHER LEARNING, HOMEWORK, HUMAN CAPITAL, HUMAN DEVELOPMENT, ILLITERACY, ILLITERACY RATES, IMPROVING ACCESS, INDIGENOUS PEOPLES, INSTRUCTION, INSTRUCTIONAL MATERIALS, INTERNATIONAL STUDENT ASSESSMENT, INTERVENTIONS, KNOWLEDGE BASE, LABOR FORCE, LABOR MARKET, LEADERSHIP, LEARNERS, LEARNING, LEARNING ACHIEVEMENT, LEARNING ASSESSMENTS, LEARNING CENTERS, LEARNING ENVIRONMENT, LEARNING NEEDS, LEARNING OUTCOMES, LIBRARY BOOKS, LITERACY, LITERATURE, LOCAL EDUCATION, LOW SECONDARY SCHOOL ENROLLMENT, LOWER SECONDARY, MATH ACHIEVEMENT, MATH SCORES, MATHEMATICS, NATIONAL ASSESSMENT, NATIONAL ASSESSMENTS, NEGATIVE EFFECTS, NET ENROLLMENT, PAPERS, PARTICIPATING COUNTRIES, PEDAGOGICAL PRACTICES, POLICY BRIEFS, POLICY REFORM, POOR PERFORMANCE, POSITIVE IMPACT, PRIVATE EDUCATIONAL INSTITUTIONS, PRIVATE SCHOOLS, PROBLEM SOLVING, PUBLIC EDUCATION, PUBLIC SCHOOLS, QUALITY EDUCATION, QUALITY OF EDUCATION, QUALITY SCHOOLS, READING, READING LITERACY, READING SCORES, REPETITION, REPETITION RATES, RESEARCH METHODS, RESEARCHERS, RETURN TO EDUCATION, RETURNS TO EDUCATION, RIGOROUS ANALYSIS, RURAL AREAS, SCHOOL ACHIEVEMENT, SCHOOL AUTONOMY, SCHOOL CLIMATE, SCHOOL CURRICULUM, SCHOOL EFFECTIVENESS, SCHOOL ENVIRONMENT, SCHOOL FACTORS, SCHOOL MANAGEMENT, SCHOOL PERFORMANCE, SCHOOL POLICIES, SCHOOL QUALITY, SCHOOL REFORM, SCHOOL SYSTEM, SCHOOLING, SCHOOLS, SCIENCE SCORES, SCIENTIFIC SKILLS, SECONDARY EDUCATION, SECONDARY ENROLLMENT, SECONDARY ENROLLMENT RATE, SECONDARY ENROLLMENTS, SECONDARY LEVEL, SECONDARY SCHOOL, SECONDARY SCHOOLS, SIGNIFICANT IMPACT, STUDENT ACHIEVEMENT, STUDENT BEHAVIOR, STUDENT INTEREST, STUDENT LEARNING, STUDENT LEARNING ACHIEVEMENT, STUDENT OUTCOMES, STUDENT PERFORMANCE, SUBJECT MATTER, SUBJECT MATTERS, SUBJECTS, TEACHER, TEACHER BEHAVIOR, TEACHER CHARACTERISTICS, TEACHER EXPECTATIONS, TEACHER MORALE, TEACHER QUALITY, TEACHER SALARIES, TEACHER UNIONS, TEACHERS, TEACHING, TEACHING CHARACTERISTICS, TEACHING METHODS, TECHNICAL ASSISTANCE, TERTIARY ENROLLMENT, TEST SCORES, TEXTBOOKS, TYPES OF SCHOOLS, UPPER SECONDARY, URBAN AREAS, URBAN SCHOOLS,
Online Access:	http://documents.worldbank.org/curated/en/2005/07/6348528/mexico-determinants-learning-policy-note https://hdl.handle.net/10986/8284
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