Contextual, Socioeconomic and Cultural Impacts on the Outcomes of Mexico in Reading in PISA 2009
The Programme for International Student Assessment (PISA) is an international assessment of reading literacy, mathematics and science for students 15 years of age. The purpose of this study is to investigate the differences of the effects of socio-economic and cultural status on reading literacy in the global scale and on its three domains during 2009 in 32 states of Mexico. Using hierarchical linear modeling it can be appreciated that the contextual variables have an influence equal to or greater than some individual characteristics. The results highlight the importance of socioeconomic and cultural composition of the school on the development of skills for the knowledge society. In contrast, the individual effects of socioeconomical and cultural composition are significantly lower than contextual, which could mean the implementation of educational and social policies, where they can establish enriching environments that support students with learning disabilities in the students 15 years.
Reading literacy, Socio-economic and cultural factor, Hierarchical linear modeling, PISA.
Hernández Padilla, E., & Bazán, A. (2016). Efectos contextuales, socioeconómicos y culturales, sobre los resultados de México en Lectura en PISA 2009. [Contextual, socioeconomic and cultural impacts on the outcomes of Mexico in reading in PISA 2009]. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(2),