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ORIGINAL RESEARCH article

Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1394938

Urban-rural gap in education performance in peruvian public institutions during 2018: an analysis using the Oaxaca-Blinder decomposition

Provisionally accepted
RAUL ROJAS RAUL ROJAS RENE PAZ PAREDES RENE PAZ PAREDES *ROBERTO ARPI ROBERTO ARPI CARMEN NIEVEZ QUISPE LINO CARMEN NIEVEZ QUISPE LINO EFRAIN CHURA-ZEA EFRAIN CHURA-ZEA
  • Universidad Nacional del Altiplano, Puno, Peru

The final, formatted version of the article will be published soon.

    The research aimed to assess the urban-rural gap in mathematics achievement among secondary education students in Peru using the ECE 2018 evaluation and the Oaxaca-Blinder method. Employing a retrospective observational design, the study analyzed data from the ECE to understand this disparity. It revealed a significant gap favoring urban areas, even after adjusting for socioeconomic factors and school contributions, with a difference of 63.28 points. Decomposition analysis showed that 82.58% of this gap is explained by differences in observable attributes (endowments), primarily socioeconomic variables and school inputs. These findings underscore the importance of public policies targeting improvements in both school resources and the living standards of impoverished populations to address educational disparities effectively.

    Keywords: Achievement gap, Oxaca-Blinder methodology, public policy intervention, mathematics learning, Socioeconomic characteristics, School resources, urban student

    Received: 02 Mar 2024; Accepted: 25 Jul 2024.

    Copyright: © 2024 ROJAS, PAREDES, ARPI, QUISPE LINO and CHURA-ZEA. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: RENE PAZ PAREDES, Universidad Nacional del Altiplano, Puno, Peru

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