Valor agregado de los programas de Economía en Colombia: un análisis para la competencia de razonamiento cuantitativo

Oscar Hernán Cerquera; Gabriel Montes Rojas

doi:10.52292/j.estudecon.2024.3996

Autores/as

Oscar Hernán Cerquera Universidad de Buenos Aires, Argentina https://orcid.org/0000-0002-7945-6670
Gabriel Montes Rojas IIEP UBA-CONICET; Universidad de Buenos Aires, Argentina https://orcid.org/0000-0002-8447-4929

DOI:

https://doi.org/10.52292/j.estudecon.2024.3996

Palabras clave:

Educación, Valor agregado, Competencias académicas, Análisis multivariado, Calidad de la educación

Resumen

El propósito de esta investigación es medir el valor agregado en el desarrollo de la competencia en razonamiento cuantitativo de las instituciones que ofrecen el programa de Economía en Colombia. Cuando se habla de valor agregado en educación se hace referencia al aporte que realiza una institución, en este caso universitaria, al desarrollo de las competencias académicas de los estudiantes. Para medir el valor agregado se implementó un modelo econométrico multinivel de dos niveles. Dentro de los principales resultados se destaca que las condiciones socioeconómicas de los estudiantes tienen una relación positiva con el logro académico; así mismo, se encontró que las instituciones que mayor valor agregado producen generalmente son las instituciones que más alto desempeño presentan.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Ahsan, H., & Haque, M. (2017). Threshold effects of human capital: Schooling and economic growth. Economics Letters, 156, 48-52. https://doi.org/10.1016/j.econlet.2017.04.014

Balcázar, C., & Ñopo, H. (2016). Broken gears: the value added of higher education on teachers’ academic achievement. Higher Education, 72(3), 341-361. https://doi.org/10.1007/s10734-015-9960-0

Ballou, D., Sanders, W., & Wright, P. (2004). Controlling for students background in value-added assessment of teachers. Journal of Educational and Behavioral Statistics, 29(1), 37-66. https://doi.org/10.3102/10769986029001037

Barro, R., & Lee, J. (2013). A new data set of educational attainment in the world, 1950–2010. Journal of Development Economics, 104, 184-198. https://doi.org/10.1016/j.jdeveco.2012.10.001

Baviera, T., Baviera, P., & Escribá, P. (2022). Assessing Team Member Effectiveness among higher education students using 180° perspective. The International Journal of Management Education, 20(3), [100702]. https://doi.org/10.1016/j.ijme.2022.100702

Benhabib, J., & Spiegel, M. (1994). The role of human capital in economic development evidence from aggregate cross-country data. Journal of Monetary Economics, 34(2), 143-173. https://doi.org/10.1016/0304-3932(94)90047-7

Bogoya, J., & Bogoya, J. (2013). An academic value-added mathematical model for higher education in Colombia. Ingeniería e Investigación, 33(2), 76-81. http://www.scielo.org.co/scielo.php?script=sci_arttextypid=S0120-56092013000200013

Braun, H., Chudowsky, N., & Koenig, J. (2010). Getting value out of value-added. Washington, D.C.: National Academies Press. https://doi.org/10.17226/12820

National Academies of Sciences, Engineering, and Medicine. 2010. Getting Value Out of Value-Added: Report of a Workshop. Washington, D.C.: The National Academies Press. https://doi.org/10.17226/12820.

Coleman, J., Campbell, E., Hobson, C., Mcpartland, J., Mood, A., Weinfeld, F. & York, R. (1966). Equality of educational opportunity (OE-38001). Washington, D.C.: National Center for Education Statistics.

Dankyi, A., Abban, O., Yusheng, K., & Coulibaly, T. (2022). Human capital, foreign direct investment, and economic growth: Evidence from ECOWAS in a decomposed income level panel. Environmental Challenges, 9, 100602. https://doi.org/10.1016/j.envc.2022.100602

Doran, H., & Lockwood, J. (2006). Fitting Value-Added Models in R. Journal of Educational and Behavioral Statistics, 31(2), 205-230. https://doi.org/10.3102/1076998603100220

Doris, A., O’neill, D. & Sweetman, O. (2022). Good schools or good students? The importance of selectivity for school rankings. Oxford Review of Education, 48, 804-826. https://doi.org/10.1080/03054985.2022.2034611

Espinoza, C. M. (2007). Valor Agregado de la Educación Media Chilena. Santiago de Chile: Universidad de Chile.

Espinoza, F., Vanneste, D., Alvarado, V., Farfán, P., & Rodriguez, G. (2021). Based learning (RBL): Added-value in tourism education. Journal of Hospitality, Leisure, Sport y Tourism Education, 28, [100312]. https://doi.org/10.1016/j.jhlste.2021.100312

Franco, G. (2019). Educación superior en Colombia: relación entre valor agregado estudiantil y remuneraciones. Educación y educadores, 22(1), 25-50. http://orcid.org/0000-0002-9691-9489

Fontalvo, T., Delahoz, D. & Morelos, J. (2021). Diseño de un sistema integrado de gestión de la calidad para programas académicos de educación superior en Colombia. Formación universitaria, 14(1), 45-52. http://dx.doi.org/10.4067/S0718-50062021000100045

Garbanzo, G. (2007). Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública. Revista Educación, 31(1), 43-63. https://doi.org/10.15517/revedu.v31i1.1252

Gaviria, J. & Castro, M. (2005). Modelos Jerárquicos Lineales (Cuadernos de Estadística). Madrid: La Muralla.

Gencoglu, B., Helms. L., Maulana, R., Jansen, E., & Gencoglu, O. (2022). Machine and expert judgments of student perceptions of teaching behavior in secondary education: Added value of topic modeling with big data. Computers y Education, 196, [104682]. https://doi.org/10.1016/j.compedu.2022.104682

Hanushek, E., Kain, J., Rivkin, S., & Branch, G. (2007). Charter School Quality and Parental Decision Making with School Choice. Journal of Public Economics, 91(5-6), 823-848. https://doi.org/10.1016/j.jpubeco.2006.09.014

Hanushek, E. (1979). Conceptual and empirical issues in the estimation of educational production functions. Journal of Human Resources, 14(3), 351-388. https://doi.org/10.2307/145575

Hart Research Associates. (2009). Learning and assessment: Trends in undergraduate education – A survey among members of the Association of American Colleges and Universities. Washington, D.C.: Hart Research Associates.

Hernández, R., Fernández, C. & Baptista, P. (2016). Metodología de la investigación (6a ed.). México: McGraw Hill Education. https://www.uncuyo.edu.ar/ices/upload/metodologia-de-la-investigacion.pdf

Icfes. (2013). Procedimiento para la construcción de la base de valor agregado 2011-2 y 2012. Bogotá: Icfes.

Ibáñez, M., Morresi, S. & Delbianco, F. (2017). Una medición de la eficiencia interna en una universidad argentina usando el método de fronteras estocásticas. Revista de la educación superior, 46(183), 47-62. https://doi.org/10.1016/j.resu.2017.06.002

Kim, H. & Lalancette, D. (2013). Literature review on the value-added measurement in higher education. París: OECD editors.

Lucas, R. (1988). On the mechanics of economic development. Journal of Monetary Economics, 22(1), 3-42. https://doi.org/10.1016/0304-3932(88)90168-7

Manzi, J., San Martin, E., & Van Bellegem, S. (2014). School system evaluation by value added analysis under endogeneity. Psychometrika, 79(1), 130-153. https://doi.org/10.1007/s11336-013-9338-0

Martínez, A., Gaviria, J. & Castro, M. (2009). Concepto y evolución de los modelos de valor añadido en educación. Revista de Educación, 348, 15-45. https://redined.educacion.gob.es/xmlui/bitstream/handle/11162/72322/00820093000001.pdf?sequence=1yisAllowed=y

Moriconi, G. (2014). Estimando modelos de valor agregado: Evidencias sobre la eficacia de los maestros de las escuelas municipales de São Paulo. Revista de Investigación Latinoamericana (PEL), 51(1), 103-122. https://doi.org/10.7764/PEL.51.1.2014.21

Monroy, M. A., Aguirre, L. C., & Espitia, C. A. (2018). Propuesta metodológica para identificar el valor agregado de programas de ingeniería a partir del análisis de resultados de pruebas estandarizadas. Revista Educación en Ingeniería, 13(25), 102-107. http://dx.doi.org/10.26507/rei.v13n25.868

Munoz, C., Anwandter, A., & Thomas, S. (2020). Value-added indicators for a fairer Chilean school accountability system: a pending subject. Journal of Education Policy, 35(5), 602-622. https://doi.org/10.1080/02680939.2019.1598584

Orejuela, C. A. (2008). Valor agregado en la educación superior. Aplicación para las competencias genéricas en las pruebas Saber Pro 2012. Santiago de Cali: Universidad del Valle. https://bibliotecadigital.univalle.edu.co/server/api/core/bitstreams/511e4f06-f6bc-4bb6-88c0-1c4219660a86/content

Organization For Economic Co-Operation And Development. (2008). Measuring improvements in learning outcomes: Best practices to assess the value-added of schools. Washington D.C.: OECD.

Organization for Economic Co-operation and Development. (2013). Literatura review on the value-added measure in higher education. Washington: OECD.

Ozawa, S., Laing, S., Higgins, C., Yemeke, T., Park, C., Carlson, R. & Omer, S. (2022). Educational and economic returns to cognitive ability in low-and middle-income countries: A systematic review. World Development, 149, [105668]. https://doi.org/10.1016/j.worlddev.2021.105668

Paige, M., Amrein, A. & Close, K. (2018). Tennessee's National Impact on Teacher Evaluation Law & Policy: An Assessment of Value-Added Model Litigation. Tennessee journal of law and policy, 13(2), 523-574. https://ir.law.utk.edu/tjlp/vol13/iss2/3

Pazmiño, R., Bonilla, M., Pazmiño, B. & Cevallos, V. (2022). Metodología estadística para la generación de indicadores en la Educación Superior Ecuatoriana. Revista Imaginario Social, 5(2), 178-187. http://www.revista-imaginariosocial.com/index.php/es/article/view/89/198

Peréz, I., Blanquicett, O. & Barrios, M. (2017). Una Mirada pedagógica del valor agregado como indicador de pertinencia social universitaria. Teorías, Enfoques y Aplicaciones en las Ciencias Sociales, 10(21), 49-56. https://revistas.uclave.org/index.php/teacs/article/view/1451

Qin, J. & Zhang, F. (2022). A Practical Study on Value-Added Assessment in Primary English Education. Journal of Contemporary Educational Research, 6(6), 55-60. https://doi.org/10.26689/jcer.v6i6.3967

Raudenbush, S. W., & Bryk, A. S. (1986). A Hierarchical model for studying school effects. Sociology of Education, 59(1), 1-17. https://doi.org/10.2307/2112482

Raudenbush, S., & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). California: Sage.

Reardon, S., & Raudenbush, S. (2009). Assumptions of value-added models for estimating school effects. Education Finance and Policy, 4(4), 492-519. https://doi.org/10.1162/edfp.2009.4.4.492

Rodríguez, R. & López, D. (2016). El valor agregado de la educación superior en la formación en segunda lengua en Colombia. Civilizar: Ciencias Sociales y Humanas, 16(30), 119-136. https://doi.org/10.22518/16578953.538

Rodríguez, R. & Vallejo, M. (2022). Valor agregado y las competencias genéricas de los estudiantes de educación superior en Colombia. Revista Iberoamericana de Educación Superior, 13(36), 44-62. https://doi.org/10.22201/iisue.20072872e.2022.36.1183

Roohr, K., Olivera, M., & Liu, O. (2021). Value Added in Higher Education: Brief History, Measurement, Challenges, and Future Directions. In Learning Gain in Higher Education, 14, pp. 59-76. https://doi.org/10.1108/S1479-362820210000014005

Romer, P. (1990). Endogenous technological change. Journal of Political Economy, 98(5), 71-102. https://doi.org/10.1086/261725

Romer, P. (1986). Increasing returns and long-run growth. Journal of Political economy, 94(5), 1002-1037. https://doi.org/10.1086/261420

Sanders, W. L. (2006). Comparisons among various educational assessment value-added models. The Power of Two-National Value-Added Conference, Columbus, OH. From http://www.sas.com/govedu/edu/services/vaconferencepaper.pdf

Sultana, T., Dey, S., & Tareque, M. (2022). Exploring the linkage between human capital and economic growth: A look at 141 developing and developed countries. Economic Systems, 46(3), [101017]. https://doi.org/10.1016/j.ecosys.2022.101017

Teixeira, A., & Queirós, A. (2016). Economic growth, human capital and structural change: A dynamic panel data analysis. Research policy, 45(8), 1636-1648. https://doi.org/10.1016/j.respol.2016.04.006

Teodorović, J., Jaksić, I. & Milin, V. (2020). Value added of schools in Serbia. Zbornik Instituta za pedagoška istraživanja, 52(1), 81-135. https://doi.org/10.2298/ZIPI2001081T

Timmermans, A., Doolaard, S., & Wolf, I. (2011). Conceptual and empirical differences among various value added models for accountability. School Effectiveness and School Improvement, 22(4), 393-413. https://doi.org/10.1080/09243453.2011.590704

Yuan, K. (2015). A value-added study of teacher spillover effects across four core subjects in middle schools. Education Policy Analysis Archives, 23, 28-38. https://doi.org/10.14507/epaa.v23.1761

Zhang, X., & Wang, X. (2021). Measures of human capital and the mechanics of economic growth. China Economic Review, 68(C), [101641]. https://doi.org/10.1016/j.chieco.2021.101641