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

40 Pages Posted: 20 Apr 2016

See all articles by Martha Hernandez-Zavala

Martha Hernandez-Zavala

World Bank

Harry A. Patrinos

World Bank

Chris Sakellariou

Nanyang Technological University (NTU)

Joseph Shapiro

World Bank - The International Bank for Reconstruction and Development (IBRD)

Date Written: August 1, 2006

Abstract

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.

Keywords: Tertiary Education, Secondary Education, Primary Education, Teaching and Learning, Education For All

Suggested Citation

Hernandez-Zavala, Martha and Patrinos, Harry Anthony and Sakellariou, Christos and Shapiro, Joseph, Quality of Schooling and Quality of Schools for Indigenous Students in Guatemala, Mexico, and Peru (August 1, 2006). World Bank Policy Research Working Paper No. 3982, Available at SSRN: https://ssrn.com/abstract=923289

Martha Hernandez-Zavala

World Bank

1818 H Street, NW
Washington, DC 20433
United States

Harry Anthony Patrinos (Contact Author)

World Bank ( email )

1818 H Street NW
Washington, DC 20433
United States

Christos Sakellariou

Nanyang Technological University (NTU) ( email )

04-64, 14 Nanyang Drive
Singapore, 637332
Singapore

Joseph Shapiro

World Bank - The International Bank for Reconstruction and Development (IBRD) ( email )

Washington, DC 20433
United States

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