Abstract

GALVIS-MOLANO, Deisy Lorena; SILVA-ARIAS, Adriana Carolina  and  SARMIENTO-ESPINEL, Jaime Andrés. Educational achievement of institutions with ethnic minority students in Colombia. Entramado [online]. 2022, vol.18, n.1, e207.  Epub June 13, 2022. ISSN 1900-3803.  https://doi.org/10.18041/1900-3803/entramado.1.7505.

This research aimed to analyze the differences in the academic performance of rural Colombian educational institutions that served students belonging to ethnic minorities concerning other rural institutions. Using an ordinal logistic model, the association between the characteristics of the schools and the context is estimated with low-, medium-, or high-performance in the 2019 Saber 11 standardized tests. Seven out of ten educational institutions with students of ethnic minorities had a low achievement.

In contrast, four out of ten students had low performance in the rest of the rural educational institutions.

Low access to adequate infrastructure and qualified teachers significantly affected students’ academic performance. In addition, the lower educational achievement was associated with the implementation of flexible educational models, the absence of administrative support personnel, and the small size of the educational centers that served ethnic minorities. Therefore, it is recommended to prioritize improvements in educational infrastructure, teacher training, and school management to reduce educational achievement gaps.

Keywords : Vulnerable group; school performance; social mobility; educational management; rural population (UNESCO Thesaurus).

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