Keywords
standardized tests
educational policies
COVID-19
How to Cite
Abstract
The effect of the COVID-19 pandemic on educational achievement in quantitative reasoning (CR) of those evaluated from international professions in Colombia is analyzed, based on the higher education exit test (Saber Pro). An educational production function is constructed with grouped cross-sectional data, using a time series prior to the pandemic shock, as a baseline of the behavior of the dependent variable in 2020. Based on the stylized facts, it is decided to present three econometric regression schemes linear with robust standard errors. Among the results, the presence of selection bias is ruled out, since on average and by score percentiles, the number of evaluated increased in 2020. On the other hand, it was identified that, in 2019, there was an atypical behavior in the score average and in the growth rate of those who took the test. In general terms, it was evidenced that COVID-19 has a significant negative effect on educational achievement in quantitative reasoning of the subjects of analysis (4.5 points less compared to 2019; and 7 points less, in relation to the 2016 courts -2018). However, this adverse shock is softened by access to technological tools (computer and internet), which allowed to continue with academic activities remotely.
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