Aprendizaje y educación temprana en México: un estudio de descomposición de factores 2012–2018

Sara Nohemí Cortez-Soto; Jorge Omar Moreno-Treviño

doi:10.17227/rce.num90-14685

Autores/as

Sara Nohemí Cortez-Soto Facultad de Economía, UANL https://orcid.org/0000-0002-0290-5677
Jorge Omar Moreno-Treviño Universidad Autónoma de Nuevo León, Méjico https://orcid.org/0000-0002-5658-6763

DOI:

https://doi.org/10.17227/rce.num90-14685

Palabras clave:

econometría, educación preescolar, brecha educativa, igualdad de oportunidades educativas, educación matemática

Resumen

El presente trabajo muestra la importancia de la educación temprana en México y la diferencia en el efecto de la educación preescolar sobre el rendimiento académico de los alumnos entre 2012 y 2018. Se identifica el sesgo de selección que existe entre asistir y no asistir a preescolar y se corrige (Heckman, 1979), permitiendo contar con estimadores insesgados y consistentes de los coeficientes asociados a factores que contribuyen a explicar el rendimiento académico. Usando los datos de pisa 2012 y 2018 para México, se identifican los efectos tratamiento ate, att y atu (efecto tratamiento promedio, efecto tratamiento promedio sobre los tratados, efecto tratamiento promedio sobre los no tratados) que permiten conocer la brecha en el rendimiento escolar de alumnos con preescolar y sin este. Finalmente, tomando el sesgo de selección de la muestra y basados en esto, se puede realizar una extensión a la descomposición Oaxaca-Blinder (1973), la cual, además de analizar el efecto dotación y producción en la brecha de rendimiento, permite agregar otro efecto, llamado “efecto sesgo de selección” (Mulligan y Rubinstein, 2008; Beblo et al., 2003; Dolton y Makepeace, 1986).

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