<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-2596</journal-id>
<journal-title><![CDATA[Lecturas de Economía]]></journal-title>
<abbrev-journal-title><![CDATA[Lect. Econ.]]></abbrev-journal-title>
<issn>0120-2596</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-25962024000200001</article-id>
<article-id pub-id-type="doi">10.17533/udea.le.n101a353923</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los entornos de aprendizaje y el éxito escolar en Latinoamérica]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning environments and school success in Latin America]]></article-title>
<article-title xml:lang="fr"><![CDATA[Environnements d&#8217;apprentissage et réussite scolaire en Amérique latine]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Aristizabal]]></surname>
<given-names><![CDATA[Geovanny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta-Ortega]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno-Charris]]></surname>
<given-names><![CDATA[Ana Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santander  ]]></institution>
<addr-line><![CDATA[Bucaramanga Santander]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundación Universitaria de Popayán  ]]></institution>
<addr-line><![CDATA[Popayán Cauca]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de la Costa  ]]></institution>
<addr-line><![CDATA[Barranquilla Atlántico]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>101</numero>
<fpage>1</fpage>
<lpage>7</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-25962024000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-25962024000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-25962024000200001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo encuentra la relación que tienen los entornos de aprendizaje sobre el éxito escolar en los países latinoamericanos participantes en el Programa Internacional para la Evaluación de Estudiantes (PISA, por sus siglas en inglés), del año 2018, estimando la función de producción educativa. Posteriormente, se aplica la descomposición de Shorrocks-Shapley para determinar cuál de las dimensiones asociadas al aprendizaje, tiene un mayor peso en la heterogeneidad del éxito escolar. Se encontró que los mejores ambientes escolares favorecen el éxito escolar, mientras que, cuando el clima escolar dentro de las aulas de clase &#8220;no es el mejor&#8221;, el desempeño baja. Se calculó, para el conjunto de países de América Latina que, en promedio, los entornos de aprendizaje explican la variabilidad del éxito escolar en 29,09 % para matemáticas, en 28,01 % para lectura y en 28,71 % para ciencias, siendo la dimensión que en mayor medida explica esta heterogeneidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article finds the relationship that learning environments have on school success, in the Latin American countries participating in the International Program for Student Assessment (PISA), of the year 2018, estimating the Educational Production Function. Subsequently, the Shorrocks-Shapley decomposition is applied to determine which of the dimensions associated with learning has a greater weight in the heterogeneity of school success. It was found that the best school environments favor school success, while when the school climate in the classroom is &#8220;not the best&#8221;, performance drops. It was calculated, for the group of Latin American countries, that, on average, learning environments explain the variability of school success in 29.09 % for mathematics, 28.01 % for reading and 28.71 % for science, being the dimension that to a greater extent explains this heterogeneity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Cet article trouve la relation que les environnements d&#8217;apprentissage ont sur la réussite scolaire, dans les pays d&#8217;Amérique latine participant au Programme international pour le suivi des acquis des élèves (PISA), en 2018, en estimant la fonction de la production éducative. Par la suite, la décomposition de Shorrocks-Shapley est appliquée pour déterminer laquelle des dimensions associées aux apprentissages a le plus de poids dans l&#8217;hétérogénéité de la réussite scolaire. Il a été constaté que les meilleurs environnements scolaires favorisent la réussite scolaire, alors que lorsque le climat scolaire au sein des salles de classe «n&#8217;est pas le meilleur», les performances diminuent. Il a été calculé, pour le groupe des pays d&#8217;Amérique latine, qu&#8217;en moyenne, les environnements d&#8217;apprentissage expliquent la variabilité de la réussite scolaire dans 29,09 % pour les mathématiques, 28,01 % pour la lecture et 28,71 % pour les sciences, étant la dimension qui explique le plus cette hétérogénéité.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[función de producción educativa]]></kwd>
<kwd lng="es"><![CDATA[entornos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[descomposición Shorrocks-Shapley]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="es"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[Academic achievement]]></kwd>
<kwd lng="en"><![CDATA[educational production function]]></kwd>
<kwd lng="en"><![CDATA[learning environments]]></kwd>
<kwd lng="en"><![CDATA[Shorrocks-Shapley]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="fr"><![CDATA[Performance scolaire]]></kwd>
<kwd lng="fr"><![CDATA[fonction de production éducative]]></kwd>
<kwd lng="fr"><![CDATA[environnements d&#8217;apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[décomposition de Shorrocks-Shapley]]></kwd>
<kwd lng="fr"><![CDATA[Amérique latine]]></kwd>
<kwd lng="fr"><![CDATA[PISA]]></kwd>
</kwd-group>
</article-meta>
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