Quality of Schooling and Quality of Schools for Indigenous Students in Guatemala, Mexico and Peru

A substantial gap in test scores exists between indigenous and non-indigenous students in Latin America. Using test score data for 3rd and 4th year primary school pupils in Guatemala and Peru, and 5th grade pupils in Mexico, the authors assess the magnitude of the indigenous and non-indigenous test score gap and identify the main family and school inputs contributing to the gap. A decomposition of the gap into its constituent components suggests that the proportion that is explained by family and school characteristics is between 41 and 75 percent of the overall test-score gap. Furthermore, family variables contribute more than school variables to the overall explained component.

Bibliographic Details

Main Authors:	Hernandez-Zavala, Martha, Patrinos, Harry Anthony, Sakellariou, Chris, Shapiro, Joseph
Language:	English
Published:	World Bank, Washington, DC 2006-08
Subjects:	ACADEMIC ACHIEVEMENT, ACHIEVEMENT, ADULT EMPLOYMENT, ADULTS, ALTERNATIVE SCHOOLS, AVAILABILITY OF TEXTBOOKS, AVERAGE TEST SCORE, BACKGROUND PAPERS, BASIC EDUCATION, BILINGUAL EDUCATION, BOOKS AT HOME, CLASSROOM, COGNITIVE ACHIEVEMENT, COGNITIVE SKILLS, CRITICAL THINKING, DEPARTMENT, DISADVANTAGED STUDENTS, DISSERTATION, ECONOMIC DEVELOPMENT, ECONOMICS OF EDUCATION, EDUCATED PARENTS, EDUCATION, EDUCATION OF TEACHERS, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION PROGRAMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL ATTAINMENT, EDUCATIONAL ENVIRONMENT, EFFECT ON STUDENT LEARNING, EMPLOYMENT, ETHNIC GROUPS, EXAM, EXAM SCORE, EXAMS, GIRLS, GRADE TEACHERS, HIGHER LEVEL OF EDUCATION, HUMAN CAPITAL, HUMAN DEVELOPMENT, HUMAN RESOURCES, INDIGENOUS, INDIGENOUS CHILDREN, INDIGENOUS COMMUNITIES, INDIGENOUS LANGUAGES, INDIGENOUS PEOPLE, INDIGENOUS SCHOOLS, INSTRUCTION, INSTRUCTORS, INTERNATIONAL EDUCATION, INTERVENTIONS, LABOR MARKETS, LEARNING, LEARNING MATERIALS, LEARNING OPPORTUNITIES, LEARNING OUTCOMES, LESS EXPERIENCED TEACHERS, LEVEL OF EDUCATION, LINGUISTIC DIVERSITY, LITERACY, LITERATURE, LOW ACHIEVEMENT, MATH SCORES, MATH TEST, MATH TEXTBOOKS, MATHEMATICS, MINISTRY OF EDUCATION, MUSICAL INSTRUMENTS, NATIONAL EXAMS, PAPERS, POST-SECONDARY EDUCATION, PRIMARY EDUCATION, PRIMARY SCHOOL, PRIMARY SCHOOL PUPILS, PRIMARY SCHOOLS, PRIVATE SCHOOL, PRIVATE SCHOOLING, PRIVATE SCHOOLS, PUBLIC SCHOOLS, QUALITY SCHOOLS, READING, READING MATERIALS, REGIONAL EDUCATION, REGIONAL EDUCATION OFFICE, REPETITION, REPETITION RATES, RESOURCES PER STUDENT, RURAL AREAS, RURAL SCHOOLS, SCHOOL ATTENDANCE, SCHOOL ENVIRONMENT, SCHOOL FACILITIES, SCHOOL FACTORS, SCHOOL INFRASTRUCTURE, SCHOOL LEARNING, SCHOOL LEVEL, SCHOOL MANAGEMENT, SCHOOL PRINCIPALS, SCHOOL QUALITY, SCHOOL READING, SCHOOL YEAR, SCHOOLING, SCHOOLS, SCIENCE STUDY, SECONDARY SCHOOL, STUDENT ACHIEVEMENT, STUDENT CHARACTERISTICS, STUDENT LEARNING, STUDENT OUTCOMES, STUDENT PERFORMANCE, SUBJECTS, TEACHER, TEACHER EDUCATION, TEACHER QUALITY, TEACHER SALARIES, TEACHER TRAINING, TEACHERS, TEACHING, TERTIARY EDUCATION, TEST SCORES, TEXTBOOK, TEXTBOOKS, TYPES OF SCHOOLS, UNDERACHIEVERS, UNIVERSITY, URBAN SCHOOLS, USE OF TEXTBOOKS, VOUCHERS, WORKERS,
Online Access:	http://documents.worldbank.org/curated/en/2006/08/6962214/quality-schooling-quality-schools-indigenous-students-guatemala-mexico-peru https://hdl.handle.net/10986/8357
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