Based on the SERCE data, the objectives of this study are to identify and to quantify the impact of various school factors on the performance of the 6th-grade students in sixteen Latin America countries. Multilevel models with three levels were used. School factors were grouped into five sub-themes: educational resources, teacher characteristics, school climate, educational practice and ‘opportunity to learn’. The statistical "control" included socioeconomic and academic variables. The study reveals a high incidence of the school factors on the math and reading tests results. The effects of school factors largely overlap with the extra-school contextual conditioning factors. Regarding school factors, the school resources have the greatest gross effect, while the school climate has the highest net effect. Finally, the study concludes with some methodological observations on the SERCE and draws conclusions on the general interpretation of the results.
Cervini, R., Dari, N., Quiroz, S. y Atorresi, A. (2014). Maestro, aula y aprendizaje en América Latina. Los datos del SERCE. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(2),
105-137.
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