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¿Qué tanto valor agregado aportan a sus estudiantes las universidades colombianas con los mejores resultados en las pruebas SABER PRO 2016-2018?

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  • Jorge Alberto Valencia Cobo
  • José Alfredo Aparicio Serrano
  • Alexander Villegas Mendoza

Abstract

RESUMEN En este artículo se propone un modelo innovador para la estimación del valor agregado de las universidades colombianas con mejores resultados en las pruebas SABER PRO (2016-2018) a partir de la línea metodológica desarrollada por el Ministerio de Educación Nacional y el Instituto Colombiano para la Evaluación de la Educación. Con base en los resultados de las pruebas SABER 11 y SABER PRO, y dando cuenta de modelos jerárquicos lineales (multinivel), se estimó el aporte de diecisiete universidades a las competencias de lectura crítica y razonamiento cuantitativo de sus estudiantes en ocho áreas de conocimiento, a saber: ingeniería, administración, educación, ciencias sociales, derecho, bellas artes y diseno, medicina y salud. Los resultados indican que, en general, el aporte de valor agregado es bastante homogéneo entre las instituciones, registrando la mayor varianza en el área de la salud, y la menor varianza en educación. Palabras clave: educación superior, valor agregado, Saber Pro, modelos jerárquicos líneales, modelos multinivel.

Suggested Citation

  • Jorge Alberto Valencia Cobo & José Alfredo Aparicio Serrano & Alexander Villegas Mendoza, 2020. "¿Qué tanto valor agregado aportan a sus estudiantes las universidades colombianas con los mejores resultados en las pruebas SABER PRO 2016-2018?," Documentos Departamento de Economía 20755, Universidad del Norte.
    • Handle: RePEc:col:000383:020755
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    1. Tahir Andrabi & Jishnu Das & Asim Ijaz Khwaja & Tristan Zajonc, 2011. "Do Value-Added Estimates Add Value? Accounting for Learning Dynamics," American Economic Journal: Applied Economics, American Economic Association, vol. 3(3), pages 29-54, July.
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    3. Saavedra, Anna Rosefsky & Saavedra, Juan Esteban, 2011. "Do colleges cultivate critical thinking, problem solving, writing and interpersonal skills?," Economics of Education Review, Elsevier, vol. 30(6), pages 1516-1526.
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