EDUCATION ECONOMICS
Número:
5
Publicado:
Authors:
Jorge Leonardo Rodríguez Arenas, 
Clasificación JEL:
C21, C33, H41, I21, I24
Lo más reciente
Hernando Vargas-Herrera
María Teresa Ramírez-Giraldo, Karina Acosta, Olga Lucia Acosta Navarro, Lucia Arango-Lozano, Fernando Arias-Rodríguez, Oscar Iván Ávila-Montealegre, Oscar Reinaldo Becerra Camargo, Leonardo Bonilla-Mejía, Grey Yuliet Ceballos-Garcia, Luz Adriana Flórez, Juan Miguel Gallego-Acevedo, Luis Armando Galvis-Aponte, Luis M. García-Pulgarín, Andrés Felipe García-Suaza, Anderson Grajales, Daniela Gualtero-Briceño, Didier Hermida-Giraldo, Ana María Iregui-Bohórquez, Juliana Jaramillo-Echeverri, Karen Laguna-Ballesteros, Francisco Javier Lasso-Valderrama, Daniel Márquez, Carlos Alberto Medina-Durango, Ligia Alba Melo-Becerra, María Fernanda Meneses-González, Juan José Ospina-Tejeiro, Andrea Sofía Otero-Cortés, Daniel Parra-Amado, Juana Piñeros-Ruiz, Christian Manuel Posso-Suárez, Natalia Ramírez-Bustamante, Mario Andrés Ramos-Veloza, Jorge Leonardo Rodríguez-Arenas, Alejandro Sarasti-Sierra, Bibiana Taboada-Arango, Ana María Tribín-Uribe, Juanita Villaveces
Wilmer Martinez-Rivera, Manuel Darío Hernández-Bejarano
This paper describes some indicators of the Colombian educational system considering the effect of the pandemic and assesses the causal effect of an alternation plan between face-to-face and remote education, conducted in 2020, on the results of an achievement test. Indicators reveal that the pandemic caused a greater demand for education services in public schools, increased dropout, and repetition rates, and widened the gaps in academic performance. The causal empirical exercise indicates that the students who participated in the experiment obtained, on average, better results in the achievement test compared to students who remained in the non-face-to-face scheme.