<?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>1900-3803</journal-id>
<journal-title><![CDATA[Entramado]]></journal-title>
<abbrev-journal-title><![CDATA[Entramado]]></abbrev-journal-title>
<issn>1900-3803</issn>
<publisher>
<publisher-name><![CDATA[Universidad Libre de Cali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1900-38032022000100207</article-id>
<article-id pub-id-type="doi">10.18041/1900-3803/entramado.1.7505</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Logro educativo de las instituciones con estudiantes de minorias étnicas en Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational achievement of institutions with ethnic minority students in Colombia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Realização educacional de instituições com estudantes de minorias étnicas na Colômbia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galvis-Molano]]></surname>
<given-names><![CDATA[Deisy Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva-Arias]]></surname>
<given-names><![CDATA[Adriana Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarmiento-Espinel]]></surname>
<given-names><![CDATA[Jaime Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Militar Nueva Granada  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1900-38032022000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1900-38032022000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1900-38032022000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de esta investigación fue analizar las diferencias en el rendimiento académico de las instituciones educativas colombianas rurales que atendieron a estudiantes pertenecientes a minoras étnicas con respecto a las demás instituciones rurales. Mediante un modelo logístico ordinal, se estima la asociación entre las características de los colegios y del contexto con el desempeno bajo, medio, o alto en las pruebas estandarizadas Saber 11° de 2019. Se evidenció que siete de cada diez instituciones educativas con estudiantes de minor'as étnicas tuvieron un bajo desempeno. En contraste, cuatro de cada diez estudiantes tuvieron bajo desempeno en el resto de las instituciones educativas rurales. El bajo acceso a una adecuada infraestructura y a docentes calificados afectó significativamente el rendimiento académico de los estudiantes. Además, el menor logro educativo se asoció a la implementación de modelos educativos flexibles, ausencia de personal de apoyo administrativo y al reducido tarmano de las sedes educativas que atendieron a minorias étnicas. Por tanto, se recomienda priorizar mejoras en la infraestructura educativa, formación docente y en la gestión escolar, para disminuir las brechas en el logro educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objectivo desta investigação era analisar as diferenças no desempenho académico das instituições educativas rurais colombianas que servem estudantes de minorias étnicas em relação a outras instituições rurais. Utilizando um modelo ordinal logit, estimamos a associação entre as características da escola e do contexto com baixo, médio, ou alto desempenho nos testes padronizados de 20I9 Saber Descobriu que sete em cada dez escolas com alunos de minorias étnicas tiveram um mau desempenho. Em contraste, quatro em cada dez estudantes tiveram um desempenho deficiente nas restantes escolas rurais. O baixo acesso a infra-estruturas adequadas e a professores qualificados afectou significativamente o desempenho académico dos estudantes. Além disso, o menor aproveitamento escolar foi associado à implementação de modelos educativos flexíveis, à falta de pessoal de apoio administrativo e à pequena dimensão das escolas ao serviço das minorias étnicas. Por conseguinte, recomenda-se que se dê prioridade à melhoria das infraestruturas educativas, à formação de professores e à gestão escolar; a fim de reduzir as lacunas no desempenho escolar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Grupo vulnerable]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[movilidad social]]></kwd>
<kwd lng="es"><![CDATA[gestión educativa]]></kwd>
<kwd lng="es"><![CDATA[población rural (Tesauro de la UNESCO)]]></kwd>
<kwd lng="en"><![CDATA[Vulnerable group]]></kwd>
<kwd lng="en"><![CDATA[school performance]]></kwd>
<kwd lng="en"><![CDATA[social mobility]]></kwd>
<kwd lng="en"><![CDATA[educational management]]></kwd>
<kwd lng="en"><![CDATA[rural population (UNESCO Thesaurus)]]></kwd>
<kwd lng="pt"><![CDATA[Grupo vulnerável]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar]]></kwd>
<kwd lng="pt"><![CDATA[mobilidade social]]></kwd>
<kwd lng="pt"><![CDATA[gestão educativa]]></kwd>
<kwd lng="pt"><![CDATA[população rural (Thesaurus UNESCO)]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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