<?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>0121-4772</journal-id>
<journal-title><![CDATA[Cuadernos de Economía]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Econ.]]></abbrev-journal-title>
<issn>0121-4772</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-47722020000100031</article-id>
<article-id pub-id-type="doi">10.15446/cuad.econ.v39n79.77106</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[TEST PREPARATION AND STUDENTS' PERFORMANCE: THE CASE OF THE COLOMBIAN HIGH SCHOOL EXIT EXAM]]></article-title>
<article-title xml:lang="es"><![CDATA[La preparación y el desempeño: el caso de las pruebas de Estado en Colombia]]></article-title>
<article-title xml:lang="fr"><![CDATA[La préparation et les résultats: le cas des épreuves d'Etat en Colombie]]></article-title>
<article-title xml:lang="pt"><![CDATA[A preparação e o desempenho: o caso das provas de Estado na Colômbia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Soler]]></surname>
<given-names><![CDATA[Silvia C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernal Nisperuza]]></surname>
<given-names><![CDATA[Gloria L]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Idárraga]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>39</volume>
<numero>79</numero>
<fpage>31</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-47722020000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-47722020000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-47722020000100031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Standardized test scores play a central role in determining college admission decisions in both developed and emerging countries. For that reason, many courses are offered by schools and other educational institutions to prepare students for the exams. However, it is still unclear whether additional preparation has a positive and significant effect. The objective of this paper is to use the results of the Colombian high-school exit examination to gain a better understanding of the relationship between preparation and test results. Our results show that, on average, preparatory activities are associated with an increase of approximately 0.06 standard deviations in scores. JEL: I20, I21, I24, I25, I26.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los resultados de los exámenes estandarizados juegan un papel importante en las decisiones de admisión a la universidad en países desarrollados, emergentes y de bajos ingresos. Por esa razón, los colegios y otras instituciones educativas ofrecen cursos para preparar a los estudiantes. Sin embargo, no está claro si esta preparación adicional tiene un efecto positivo y significativo. Este artículo utiliza los resultados del examen de Estado colombiano para analizar la relación entre la preparación y el desempeño. Nuestros resultados muestran que, en promedio, las actividades de preparación están asociadas a un incremento de aproximadamente 0.06 desviaciones estándar en los puntajes. JEL: I20, I21, I24, I25, I26.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ Les résultats des examens standardisés jouent un rôle important dans les décisions d'admission à l'université dans les pays développés, émergeants et de faibles revenus. Pour cette raison, les établissements secondaires et autres institutions éducatives offrent des cours pour préparer les étudiants. Cependant, il n'est pas certain que cette préparation additionnelle ait un effet positif et significatif. Cet article utilise les résultats de l'examen d'Etat colombien pour analyser la relation entre la préparation et les résultats. Notre étude montre que, en moyenne, les activités de préparation sont associées à une augmentation d'environ 0,06 des résultats standards dans les notes. JEL: I20, I21, I24, I25, I26.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os resultados dos exames padronizados desempenham um papel importante nas decisões de admissão à universidade em países desenvolvidos, emergentes e de baixos ingressos. Por essa razão, os colégios e outras instituições educativas oferecem cursos para preparar aos estudantes. No entanto, não está claro se esta preparação adicional tem um efeito positivo e significativo. Este artigo utiliza os resultados do exame de Estado colombiano para analisar a relação entre a preparação e o desempenho. Nossos resultados mostram que, em média, as atividades de preparação estão associadas a um incremento de aproximadamente 0.06 desvios padrão nas pontuações. JEL: I20, I21, I24, I25, I26.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[exit exams]]></kwd>
<kwd lng="en"><![CDATA[economics of education]]></kwd>
<kwd lng="en"><![CDATA[test preparation]]></kwd>
<kwd lng="en"><![CDATA[shadow education]]></kwd>
<kwd lng="es"><![CDATA[examen de Estado]]></kwd>
<kwd lng="es"><![CDATA[economía de la educación]]></kwd>
<kwd lng="es"><![CDATA[preparación para el examen]]></kwd>
<kwd lng="es"><![CDATA[educación sombra]]></kwd>
<kwd lng="fr"><![CDATA[examen d'Etat]]></kwd>
<kwd lng="fr"><![CDATA[économie de l'éducation]]></kwd>
<kwd lng="fr"><![CDATA[préparation pour l'examen]]></kwd>
<kwd lng="fr"><![CDATA[éducation de l'ombre]]></kwd>
<kwd lng="pt"><![CDATA[exame de Estado]]></kwd>
<kwd lng="pt"><![CDATA[economia da educação]]></kwd>
<kwd lng="pt"><![CDATA[preparação para o exame]]></kwd>
<kwd lng="pt"><![CDATA[educação sombra]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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