Evaluación de impacto programa de jornada única en Colombia 2014 - 2016

Abstract

low levels of student learning in Colombia demand educational policies that effectively achieve, improve these levels and close gaps. The implementation that I carry out with the fundamental objective of increasing the educational quality and decreasing the dropout and failure rate). Therefore, this research paper presents an impact evaluation of an ambitious educational policy implemented in educational establishments, increasing the number of hours of mathematics and language in Colombia from 2014 to 2016. The implementation of the unique day in Colombia was implemented in 2015 in 490 and in 2016 in 1,107 educational establishments of the official sector of the whole country with enough planning problems and lack of resources. The effects of the program are positive in the decrease of school dropout and failure, in the socio-economic strata zero, one, two, three, in the population victim of conflict, area, sex and the level at which the student is enrolled. The one-day program is associated with the increase in the classification index of elementary education establishments by 1.3% standard deviations (2016-2014) with an econometric model of Ordinary Least Squares (MCO). In a fixed effects model in STATA & IBM Statistics the impact of the program is less than 1%, showing that the theories of change associated with the expansion of the school day tend to exclude the possibility that parents, teachers and students change their effort with the new day. In general terms, the impact of the program under the Propensity Score Maching method is 0.05% standard deviations for the term (2016-2014). Likewise, under PSM, the impact on tests of eleven critical reading has a program impact of 0.9% standard deviations and for mathematics, the impact of the program is 1.4% standard deviations.