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Trayectorias de permanencia, deserción y repitencia en la educación secundaria colombiana y sus factores asociados

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  • Fabio Sánchez
  • Tatiana Velasco
  • María Camila Ayala
  • Xiomara Pulido

Abstract

Este documento examina las características que determinan el paso de la secundaria básica a la media y los factores asociados a la repitencia de grado en estos niveles. Con base en la información del Sistema Integrado de Matrícula (Simat), se encuentra que menos del 70 % de los estudiantes que se observan en sexto grado alcanzan grado undécimo, aunque esta cifra ha aumentado en anos recientes. Factores como el estrato socioeconómico del estudiante, estar en extraedad, ser beneficiario de Familias en Acción, la calidad de los docentes de los colegios, estudiar en un colegio de jornada completa o estudiar en uno que tenga grado undécimo son claves para la permanencia a lo largo de la secundaria. Al analizar la deserción se encuentra que no existen grandes diferencias en las tasas entre los diferentes grados. En particular, no se ve evidencia de que la tasa de deserción sea más alta entre noveno y décimo grado —es decir, en el paso de secundaria básica a educación media—, como generalmente se afirma. En contraste, la tasa de deserción sí es significativamente más alta cuando se pasa de primaria a secundaria, es decir, de quinto a sexto grado. Este resultado indica que se deben implementar intervenciones que fomenten la permanencia desde etapas tempranas del ciclo educativo. Finalmente, se encuentra que el 29 % de los estudiantes en secundaria repite al menos un grado y que los factores que están asociados a una menor tasa de deserción tienen una correlación positiva con la tasa de repitencia. ***** This document analyzes the characteristics that determine the transition from middle school to high school and the factors associated with grade retention at these educational levels. Based on information from the Sistema Integrado de Matrícula (Simat), we find that less than 70 % of the students observed in sixth grade reach eleventh grade, though this number has increased in recent years. Characteristics such as student’s socioeconomic stratum, being overage, being beneficiary of Familias en Acción, the quality of school’s teachers, attending a full-time school or attending a school that has eleventh grade, are key to the persistence through secondary school. When analyzing dropout rates, we find that there are not significant differences in the rates between grades. In particular, we do not find evidence that dropout rates are higher between ninth and tenth grade —that is, in the transition from middle to high school— as is usually argued. In contrast, we find that dropout rate is in fact higher in the transition from primary to secondary school, that is, from fifth to sixth grade. This finding indicates that interventions that promote persistence at early stages of schooling should be implemented. Finally, we find that 29 % of the students in secondary repeat at least one grade, and that the factors associated to lower dropout rates are positively correlated with grade retention.

Suggested Citation

  • Fabio Sánchez & Tatiana Velasco & María Camila Ayala & Xiomara Pulido, 2016. "Trayectorias de permanencia, deserción y repitencia en la educación secundaria colombiana y sus factores asociados," Documentos de trabajo 17659, Escuela de Gobierno - Universidad de los Andes.
  • Handle: RePEc:col:000547:017659
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    2. Maarten L. Buis, 2017. "Not All Transitions Are Equal: The Relationship Between Effects on Passing Steps in a Sequential Process and Effects on the Final Outcome," Sociological Methods & Research, , vol. 46(3), pages 649-680, August.
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