Una aproximación a la estimación subnacional de eficiencia en la escolaridad adquirida
Date
Authors
Subject
DEA
efficiency
learning outcomes
territorial development
education policy
C60
I21
I25
I29
H75
DEA
eficiencia
desempeño estudiantil
desarrollo territorial
política educativa
C60
I21
I25
I29
H75
efficiency
learning outcomes
territorial development
education policy
C60
I21
I25
I29
H75
DEA
eficiencia
desempeño estudiantil
desarrollo territorial
política educativa
C60
I21
I25
I29
H75
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
En República Dominicana, la literatura es limitada respecto de estimaciones de eficiencia subnacionales de resultados educativos. Este ejercicio consiste en la aplicación de un modelo DEA orientado a insumos, relacionados al aprendizaje adquirido, medidos por la calificación diagnóstica para del aprendizaje para la educación secundaria. Como insumos se utilizan la calificación de evaluación docente, la proporción de hogares de grupos socioeconómicos más carenciados, la ratio de docentes por centro, de alumnos por aula y por docente, por provincia. Los resultados muestran ineficiencia a nivel nacional, en un promedio de eficiencia en el modelo con retornos constantes de 0.51, con rendimientos variables de 0.68 y eficiencia a escala de 0.74. Nueve provincias de 32 produjeron la calificación obtenida con eficiencia de escala. Los hallazgos invitan a los hacedores de política a profundizar en la mejora sustancial del sistema educativo para la asignación más eficiente de los recursos a nivel territorial.
In the Dominican Republic, the literature is limited regarding subnational efficiency estimates of educational outcomes. This exercise consists of applying an input-oriented DEA model related to subnational learning outcomes, measured by the diagnostic test on learning outcomes for secondary education. Inputs include teaching performance, the proportion of households from the most disadvantaged socioeconomic groups, the ratio of teachers per center, ratio of students per classroom and per teacher, by province. The results show inefficiency at the national level, with average efficiency on the model with constant returns of 0.51, with variable returns of 0.68, and scale efficiency of 0.74. Nine provinces out of 32 produced a test score with scale efficiency. The findings invite policy makers to delve deeper into the substantial improvement of the educational system to increase efficient allocation of resources at the territorial level.
In the Dominican Republic, the literature is limited regarding subnational efficiency estimates of educational outcomes. This exercise consists of applying an input-oriented DEA model related to subnational learning outcomes, measured by the diagnostic test on learning outcomes for secondary education. Inputs include teaching performance, the proportion of households from the most disadvantaged socioeconomic groups, the ratio of teachers per center, ratio of students per classroom and per teacher, by province. The results show inefficiency at the national level, with average efficiency on the model with constant returns of 0.51, with variable returns of 0.68, and scale efficiency of 0.74. Nine provinces out of 32 produced a test score with scale efficiency. The findings invite policy makers to delve deeper into the substantial improvement of the educational system to increase efficient allocation of resources at the territorial level.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/publishedVersion
Source
Science, Economy & Business; Vol. 8 No. 1 (2024): Science, Economics and Business; 61-86
Ciencia, Economía y Negocios; Vol. 8 Núm. 1 (2024): Ciencia, Economía y Negocios; 61-86
2613-8778
2613-876X
10.22206/ciene.2024.v8i1
Ciencia, Economía y Negocios; Vol. 8 Núm. 1 (2024): Ciencia, Economía y Negocios; 61-86
2613-8778
2613-876X
10.22206/ciene.2024.v8i1