Grupos de Investigación
Universidad de los Andes
Universidad de Antioquia
Universidad Simón Bolívar
Pontificia Universidad Javeriana
Universidad de los Andes
Corporación Universitaria Americana
Universidad de los Andes
Universidad del Tolima
Universidad Agustiniana
Universidad de Córdoba
Universidad de Antioquia
Universidad de los Andes
Pontificia Universidad Javeriana
Universidad Sergio Arboleda
Fundación Alberto Merani
Universidad de los Andes
Universidad del Norte
Universidad de Antioquia
Universidad Industrial de Santander
Universidad del Rosario
Universidad Pontificia Bolivariana. Medellín.
Universidad del Tolima
Universidad Tecnológica de Bolívar
Universidad de Antioquia
Universidad de los Andes
Universidad de Medellín
Universidad Javeriana
Universidad Pontificia Javeriana
Universidad Pontifica Javeriana
Politécnico Gran Colombiano y GIUVD (Uniminuto Virtual y a Distancia)
Colegio Mayor de Nuestra Señora del Rosario
Universidad Pontificia Javeriana
Los estudios realizados para Colombia, centran su atención en calcular la brecha observada y ajustada en la media de la distribución [Abadía (2014) e ICFES (2013)]. Hasta el momento, no se conocen estudios nacionales que analicen la brecha de género y sus determinantes sobre el desempeño escolar a lo largo de la distribución de puntajes, incluyendo además el análisis por regiones. Esta investigación busca entonces llenar ese vacío. Usando la técnica de regresión cuantílica se encuentra que hay una brecha significativa a favor de los niños, que se incrementa a lo largo de la distribución. La descomposición de Juhn-Murphy-Pierce, muestra que las características personales, familiares y escolares explican una porción pequeña de las brechas, mientras que diferencias en los retornos juegan un papel importante. Adicionalmente, se muestra que la brecha observada difiere significativamente de acuerdo a la región; sugiriendo que características específicas de cada región, como por ejemplo diferencias en la cultura relacionadas con el rol de la mujer pueden estar influenciando el desempeño de las niñas.
Universidad de los Andes
Cognitive, social, and emotional development throughout life is contingent to affordances of the environments in which individuals develop. These abilities are the result of multiple interactions with our ecosystem and the people that surround us. Namely, chronic exposure to violence has been shown to tamper positive human development. These potential negative consequences are particularly challenging in Colombia, a country stricken by more than five decades of civil conflict. In this paper, we evaluate the extent in which chronic exposure to violence —measured at the municipality level— affects children and adolescent’s social and emotional development. Our findings indicate that exposure to violence —particularly homicides— has an important negative association with unique measures of: (i) empathy, (ii) subjective beliefs on the acceptability of the use of violence, and (iii) non-confrontational reactions when provoked, all measured in a national standardized test. Additionally, we observe that the schools in the most violent municipalities are precisely the ones that have less resources that moderate the association between skill development and violence.
Universidad del Rosario
Universidad de Nariño y Universidad Cooperativa de Colombia
Universidad del Valle
Universidad EAFIT
This study analyses the labor market outcomes from individuals who graduated from tertiary education in Colombia taking hand of administrative records of the Colombian Labor Market Observatory for Education between years 2007 and 2011. These labor market outcomes were measured as the differences in wages associated with different degrees of tertiary education by institution. An unordered decision model that includes individual’s cognitive abilities approximated through standardized test scores (Saber 11) was applied with the aim to determine which tertiary educational degree would have provided the highest labor market outcomes to the individual given his characteristics. We implemented the quasi-experimental technique of propensity score matching as empirical strategy to control for the individual’s self-selection while making the decision of which tertiary degree to attend and to compare the labor market outcomes of each tertiary degree within each institution. Our main findings show that the more education accumulation, the higher the starting salary an individual would receive in the formal labor market, results aligned with previous research.
Universidad Militar Nueva Granada
Universidad Santiago de Cali
Universidad Nacional de Colombia, sede Bogotá
Universidad Nacional de Colombia, sede Medellín
Universidad de los Andes
Universidad de los Andes
Universidad del Rosario
We assess inequality of opportunity in educational achievement in six Latin American countries, employing two waves of PISA data (2006 and 2009). By means of a non-parametric approach using a decomposable inequality index, GE(0), we rank countries according to their degree of inequality of opportunity. We work with alternative characterizations of types: school type (public or private), gender, parental education, and combinations of those variables. We calculate incremental contributions of each set of circumstances to inequality. We provide rankings of countries based on unconditional inequalities (using conventional indices) and on conditional inequalities (EOp indices), and the two sets of rankings do not always coincide. Inequality of opportunities range from less than 1% to up to 27%, with substantial heterogeneity according to the year, the country, the subject and the specification of circumstances. Robustness checks based on bootstrap and the use of an alternative index conform most of the initial results.
Universidad EAFIT
Universidad del Rosario
Universidad ICESI
Universidad EAFIT
Universidad Distrital de Colombia
Universidad Externado
Universidad Autónoma de Manizales
Universidad de Caldas
Universidad del Valle
Universidad Nacional de Colombia
Estudiantes de Posgrado
Universidad de los Andes
Universidad de Antioquia
Universidad Simón Bolívar
Pontificia Universidad Javeriana
Universidad de los Andes
Corporación Universitaria Americana
Universidad de los Andes
Universidad del Tolima
Universidad Agustiniana
Universidad de Córdoba
Universidad de Antioquia
Universidad de los Andes
Pontificia Universidad Javeriana
Universidad Sergio Arboleda
Fundación Alberto Merani
Universidad de los Andes
Universidad del Norte
Universidad de Antioquia
Universidad Industrial de Santander
Universidad del Rosario
Universidad Pontificia Bolivariana. Medellín.
Universidad del Tolima
Universidad Tecnológica de Bolívar
Universidad de Antioquia
Universidad de los Andes
Universidad de Medellín
Universidad Javeriana
Universidad Pontificia Javeriana
Universidad Pontifica Javeriana
Politécnico Gran Colombiano y GIUVD (Uniminuto Virtual y a Distancia)
Colegio Mayor de Nuestra Señora del Rosario
Universidad Pontificia Javeriana
Los estudios realizados para Colombia, centran su atención en calcular la brecha observada y ajustada en la media de la distribución [Abadía (2014) e ICFES (2013)]. Hasta el momento, no se conocen estudios nacionales que analicen la brecha de género y sus determinantes sobre el desempeño escolar a lo largo de la distribución de puntajes, incluyendo además el análisis por regiones. Esta investigación busca entonces llenar ese vacío. Usando la técnica de regresión cuantílica se encuentra que hay una brecha significativa a favor de los niños, que se incrementa a lo largo de la distribución. La descomposición de Juhn-Murphy-Pierce, muestra que las características personales, familiares y escolares explican una porción pequeña de las brechas, mientras que diferencias en los retornos juegan un papel importante. Adicionalmente, se muestra que la brecha observada difiere significativamente de acuerdo a la región; sugiriendo que características específicas de cada región, como por ejemplo diferencias en la cultura relacionadas con el rol de la mujer pueden estar influenciando el desempeño de las niñas.
Universidad de los Andes
Cognitive, social, and emotional development throughout life is contingent to affordances of the environments in which individuals develop. These abilities are the result of multiple interactions with our ecosystem and the people that surround us. Namely, chronic exposure to violence has been shown to tamper positive human development. These potential negative consequences are particularly challenging in Colombia, a country stricken by more than five decades of civil conflict. In this paper, we evaluate the extent in which chronic exposure to violence —measured at the municipality level— affects children and adolescent’s social and emotional development. Our findings indicate that exposure to violence —particularly homicides— has an important negative association with unique measures of: (i) empathy, (ii) subjective beliefs on the acceptability of the use of violence, and (iii) non-confrontational reactions when provoked, all measured in a national standardized test. Additionally, we observe that the schools in the most violent municipalities are precisely the ones that have less resources that moderate the association between skill development and violence.
Universidad del Rosario
Universidad de Nariño y Universidad Cooperativa de Colombia
Universidad del Valle
Universidad EAFIT
This study analyses the labor market outcomes from individuals who graduated from tertiary education in Colombia taking hand of administrative records of the Colombian Labor Market Observatory for Education between years 2007 and 2011. These labor market outcomes were measured as the differences in wages associated with different degrees of tertiary education by institution. An unordered decision model that includes individual’s cognitive abilities approximated through standardized test scores (Saber 11) was applied with the aim to determine which tertiary educational degree would have provided the highest labor market outcomes to the individual given his characteristics. We implemented the quasi-experimental technique of propensity score matching as empirical strategy to control for the individual’s self-selection while making the decision of which tertiary degree to attend and to compare the labor market outcomes of each tertiary degree within each institution. Our main findings show that the more education accumulation, the higher the starting salary an individual would receive in the formal labor market, results aligned with previous research.
Universidad Militar Nueva Granada
Universidad Santiago de Cali
Universidad Nacional de Colombia, sede Bogotá
Universidad Nacional de Colombia, sede Medellín
Universidad de los Andes
Universidad de los Andes
We assess inequality of opportunity in educational achievement in six Latin American countries, employing two waves of PISA data (2006 and 2009). By means of a non-parametric approach using a decomposable inequality index, GE(0), we rank countries according to their degree of inequality of opportunity. We work with alternative characterizations of types: school type (public or private), gender, parental education, and combinations of those variables. We calculate incremental contributions of each set of circumstances to inequality. We provide rankings of countries based on unconditional inequalities (using conventional indices) and on conditional inequalities (EOp indices), and the two sets of rankings do not always coincide. Inequality of opportunities range from less than 1% to up to 27%, with substantial heterogeneity according to the year, the country, the subject and the specification of circumstances. Robustness checks based on bootstrap and the use of an alternative index conform most of the initial results.
Universidad EAFIT
Universidad del Rosario
Universidad ICESI
Universidad EAFIT
Investigadores: Marieta Quintero Mejía, Sara Victoria Alvarado, Juan Carlos Miranda, Diana Carolina Moreno, Viviana Cajamarca y Laura Melissa Agudelo
Universidad Distrital de Colombia
Prácticas Evaluativas y Prueba de Estado: un estudio de caso para el Distrito Capital
Investigadora: Cecilia Dimaté Rodríguez
Universidad Externado
Relaciones entre programas y proyectos institucionales y desempeño en pruebas saber en 12 instituciones públicas de Manizales
Investigadora: Ligia Ines García
Universidad Autónoma de Manizales
Formación, características sociodemográficas y resultados del Saber Pro en las Escuelas Normales Superiores colombianas
Investigador: Carlos Hernando Valencia
Universidad de Caldas
La incidencia del entorno famliar y la calidad de los entornos escolares en los logros educativos de los estudiantes: Un estudio aplicado con las Pruebas Saber y TIMSS
Investigador: Havy Vivas Pacheco
Universidad del Valle
Procedimiento para establecer equivalencia en las puntuaciones de pruebas de aplicación masiva en personas con y sin limitación visual
Investigadoras: Aura Nidia Herrera Rojas Lady Catheryne Lancheros
Universidad Nacional de Colombia
Histórico ganadores
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