The reliability of Cuba's educational statistics

Comparative Education Review

Volumn 42, Issue 2, 1998, Pages 118-138

  Aguirre, Benigno E ^a   Vichot, Roberto J ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032397040     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/447492     Document Type: Article

References (73)

1. Carmelo Mesa Lago, "Availability and Reliability of Statistics in Socialist Cuba, Part 1," Latin American Research Review 4 (Spring 1969): 53-91, and "Cuban Statistics Revisited," Cuban Studies/Estudios cubanos 9 (1979): 14-23.
2. Carmelo Mesa Lago, "Availability and Reliability of Statistics in Socialist Cuba, Part 1," Latin American Research Review 4 (Spring 1969): 53-91, and "Cuban Statistics Revisited," Cuban Studies/Estudios cubanos 9 (1979): 14-23.
3. Lisandro Perez, "The Political Contexts of Cuban Population Censuses, 1899-1981," Latin American Research Review 19, no. 2 (1984): 143-61.
4. Norman Luxenburg, "A Look at Castro's Statistics," Encounter 62, no. 3 (1984): 58-62.
5. Paul Hollander, "Research on Marxist Societies: The Relationship between Theory and Practice," Annual Review of Sociology 8 (1982): 319-51.
6. See, e.g., Arnhilda Badia, ed., La educación en Cuba: Pasado, presente y futuro (Washington, D.C.: Cuban American National Foundation, Endowment for Cuban American Studies, 1993); Martin Carnoy, "Educational Reform and Economic Development in Cuba: Recent Developments" (School of Education, Stanford University, Stanford, 1981, photocopied).
7. See, e.g., Arnhilda Badia, ed., La educación en Cuba: Pasado, presente y futuro (Washington, D.C.: Cuban American National Foundation, Endowment for Cuban American Studies, 1993); Martin Carnoy, "Educational Reform and Economic Development in Cuba: Recent Developments" (School of Education, Stanford University, Stanford, 1981, photocopied).
8. Fidel Castro, Castro Makes Closing Remarks at FEU Meeting, Foreign Broadcast Information Center (subsequently cited as FBIS) Report no. LAT-90-045 (FBIS, Springfield, Va., March 7, 1990), pp. 3-8.
9. Castro Speech Database, Latin American Studies Institute (Austin: University of Texas, 1996): 〈http://lanic.utexas.edu/la/ch/cuha〉.
10. Erwin H. Epstein, "Cuba," in World Education Encyclopedia (New York: Facts on File, 1988), pp. 262-74; Marvin Leiner, "Two Decades of Educational Change in Cuba," Journal of Reading 25, no. 3 (1981): 202-14.
11. Erwin H. Epstein, "Cuba," in World Education Encyclopedia (New York: Facts on File, 1988), pp. 262-74; Marvin Leiner, "Two Decades of Educational Change in Cuba," Journal of Reading 25, no. 3 (1981): 202-14.
12. Granma (September 5, 1980); Georgina Jimenez, Past Five-Year Education Program Results Noted, U.S. Joint Publications Research Service (subsequently cited as JPRS) Report no. 76724 (Springfield, Va., October 30, 1980), pp. 114-26.
13. Granma (September 5, 1980); Georgina Jimenez, Past Five-Year Education Program Results Noted, U.S. Joint Publications Research Service (subsequently cited as JPRS) Report no. 76724 (Springfield, Va., October 30, 1980), pp. 114-26.
14. Gil Green, Cuba, the Continuing Revolution (New York: International Pubs. Co., 1983).
15. Marvin Leiner, "Educational Change in Cuba," Education Digest 47 (May 1982): 44-45.
16. Oscar F. Rego, "Reportage on 1982-83 School Year Activities," Bohemia (September 3, 1982), p. 53; JPRS Report no. 82231 (Springfield, Va., November 15, 1982).
17. Lynn Margulis and Thomas H. Kunz, "Glimpses of Biological Research and Education in Cuba," BioScience 34 (November 1984): 634-39.
18. Lois Mickey, "Education in Cuba: An American Report," Kappa Delta Pi Record 14 (October 1977): 29.
19. See coverage in Granma (September 5, 1980); Bohemia (September 3 and 15, 1982; November 15, 1982); Leiner, "Educational Change in Cuba," p. 44; Green, p. 96; and Margulis and Kunz, p. 638.
20. See coverage in Granma (September 5, 1980); Bohemia (September 3 and 15, 1982; November 15, 1982); Leiner, "Educational Change in Cuba," p. 44; Green, p. 96; and Margulis and Kunz, p. 638.
21. See coverage in Granma (September 5, 1980); Bohemia (September 3 and 15, 1982; November 15, 1982); Leiner, "Educational Change in Cuba," p. 44; Green, p. 96; and Margulis and Kunz, p. 638.
22. See coverage in Granma (September 5, 1980); Bohemia (September 3 and 15, 1982; November 15, 1982); Leiner, "Educational Change in Cuba," p. 44; Green, p. 96; and Margulis and Kunz, p. 638.
23. See coverage in Granma (September 13, 1987).
24. See Castro, Castro Makes Closing Remarks (n. 6 above).
25. For scholars using these two ratios, see Samuel Bowles, "Cuban Education and the Revolutionary Ideology," Harvard Educational Review 41 (November 1971): 472-500.
26. Fidel Castro, Castro Addresses Teachers Conference 30 May, Report no. FBIS-LAT-92-109 (FBIS, June 5, 1992), pp. 6-18.
27. Georgina Jimenez, "The Selection, Training of Internationalist Teachers Noted," Granma (November 26, 1982). A drawback to this, policy is that, as is typical of other Latin American educational systems, one of the most often-mentioned educational problems in Cuba has been the lack of sufficient numbers of well-trained teachers. For example, see Rolland G. Paulston, "Revolutionizing Educational Policy in Cuba," School and Society 99 (November 1971): 452-53, and "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review 16, no. 3 (October 1972): 474-85; Juventud rebelde (June 9, 1981); see also Havana Domestic Service in Spanish, February 1980, p. 87; Granma (September 5, 1980), (July 5, 1981), pp. 14-17, (April 3, 1981), p. 31, and (April 24, 1988); Bohemia (September 10, 1982); Trabajadores (June 24, 1981), p. 38; Maurice R. Berube, "Assessing a Revolution," Commonwealth 112 (September 6, 1985): 460-64.
28. Georgina Jimenez, "The Selection, Training of Internationalist Teachers Noted," Granma (November 26, 1982). A drawback to this, policy is that, as is typical of other Latin American educational systems, one of the most often-mentioned educational problems in Cuba has been the lack of sufficient numbers of well-trained teachers. For example, see Rolland G. Paulston, "Revolutionizing Educational Policy in Cuba," School and Society 99 (November 1971): 452-53, and "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review 16, no. 3 (October 1972): 474-85; Juventud rebelde (June 9, 1981); see also Havana Domestic Service in Spanish, February 1980, p. 87; Granma (September 5, 1980), (July 5, 1981), pp. 14-17, (April 3, 1981), p. 31, and (April 24, 1988); Bohemia (September 10, 1982); Trabajadores (June 24, 1981), p. 38; Maurice R. Berube, "Assessing a Revolution," Commonwealth 112 (September 6, 1985): 460-64.
29. Georgina Jimenez, "The Selection, Training of Internationalist Teachers Noted," Granma (November 26, 1982). A drawback to this, policy is that, as is typical of other Latin American educational systems, one of the most often-mentioned educational problems in Cuba has been the lack of sufficient numbers of well-trained teachers. For example, see Rolland G. Paulston, "Revolutionizing Educational Policy in Cuba," School and Society 99 (November 1971): 452-53, and "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review 16, no. 3 (October 1972): 474-85; Juventud rebelde (June 9, 1981); see also Havana Domestic Service in Spanish, February 1980, p. 87; Granma (September 5, 1980), (July 5, 1981), pp. 14-17, (April 3, 1981), p. 31, and (April 24, 1988); Bohemia (September 10, 1982); Trabajadores (June 24, 1981), p. 38; Maurice R. Berube, "Assessing a Revolution," Commonwealth 112 (September 6, 1985): 460-64.
30. Georgina Jimenez, "The Selection, Training of Internationalist Teachers Noted," Granma (November 26, 1982). A drawback to this, policy is that, as is typical of other Latin American educational systems, one of the most often-mentioned educational problems in Cuba has been the lack of sufficient numbers of well-trained teachers. For example, see Rolland G. Paulston, "Revolutionizing Educational Policy in Cuba," School and Society 99 (November 1971): 452-53, and "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review 16, no. 3 (October 1972): 474-85; Juventud rebelde (June 9, 1981); see also Havana Domestic Service in Spanish, February 1980, p. 87; Granma (September 5, 1980), (July 5, 1981), pp. 14-17, (April 3, 1981), p. 31, and (April 24, 1988); Bohemia (September 10, 1982); Trabajadores (June 24, 1981), p. 38; Maurice R. Berube, "Assessing a Revolution," Commonwealth 112 (September 6, 1985): 460-64.
31. Georgina Jimenez, "The Selection, Training of Internationalist Teachers Noted," Granma (November 26, 1982). A drawback to this, policy is that, as is typical of other Latin American educational systems, one of the most often-mentioned educational problems in Cuba has been the lack of sufficient numbers of well-trained teachers. For example, see Rolland G. Paulston, "Revolutionizing Educational Policy in Cuba," School and Society 99 (November 1971): 452-53, and "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review 16, no. 3 (October 1972): 474-85; Juventud rebelde (June 9, 1981); see also Havana Domestic Service in Spanish, February 1980, p. 87; Granma (September 5, 1980), (July 5, 1981), pp. 14-17, (April 3, 1981), p. 31, and (April 24, 1988); Bohemia (September 10, 1982); Trabajadores (June 24, 1981), p. 38; Maurice R. Berube, "Assessing a Revolution," Commonwealth 112 (September 6, 1985): 460-64.
32. Georgina Jimenez, "The Selection, Training of Internationalist Teachers Noted," Granma (November 26, 1982). A drawback to this, policy is that, as is typical of other Latin American educational systems, one of the most often-mentioned educational problems in Cuba has been the lack of sufficient numbers of well-trained teachers. For example, see Rolland G. Paulston, "Revolutionizing Educational Policy in Cuba," School and Society 99 (November 1971): 452-53, and "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review 16, no. 3 (October 1972): 474-85; Juventud rebelde (June 9, 1981); see also Havana Domestic Service in Spanish, February 1980, p. 87; Granma (September 5, 1980), (July 5, 1981), pp. 14-17, (April 3, 1981), p. 31, and (April 24, 1988); Bohemia (September 10, 1982); Trabajadores (June 24, 1981), p. 38; Maurice R. Berube, "Assessing a Revolution," Commonwealth 112 (September 6, 1985): 460-64.
33. Georgina Jimenez, "The Selection, Training of Internationalist Teachers Noted," Granma (November 26, 1982). A drawback to this, policy is that, as is typical of other Latin American educational systems, one of the most often-mentioned educational problems in Cuba has been the lack of sufficient numbers of well-trained teachers. For example, see Rolland G. Paulston, "Revolutionizing Educational Policy in Cuba," School and Society 99 (November 1971): 452-53, and "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review 16, no. 3 (October 1972): 474-85; Juventud rebelde (June 9, 1981); see also Havana Domestic Service in Spanish, February 1980, p. 87; Granma (September 5, 1980), (July 5, 1981), pp. 14-17, (April 3, 1981), p. 31, and (April 24, 1988); Bohemia (September 10, 1982); Trabajadores (June 24, 1981), p. 38; Maurice R. Berube, "Assessing a Revolution," Commonwealth 112 (September 6, 1985): 460-64.
34. Georgina Jimenez, "The Selection, Training of Internationalist Teachers Noted," Granma (November 26, 1982). A drawback to this, policy is that, as is typical of other Latin American educational systems, one of the most often-mentioned educational problems in Cuba has been the lack of sufficient numbers of well-trained teachers. For example, see Rolland G. Paulston, "Revolutionizing Educational Policy in Cuba," School and Society 99 (November 1971): 452-53, and "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review 16, no. 3 (October 1972): 474-85; Juventud rebelde (June 9, 1981); see also Havana Domestic Service in Spanish, February 1980, p. 87; Granma (September 5, 1980), (July 5, 1981), pp. 14-17, (April 3, 1981), p. 31, and (April 24, 1988); Bohemia (September 10, 1982); Trabajadores (June 24, 1981), p. 38; Maurice R. Berube, "Assessing a Revolution," Commonwealth 112 (September 6, 1985): 460-64.
35. Castro, Castro Addresses Teachers.
36. Berube.
37. Paulston, "Revolutionizing Educational Polity."
38. Gerald H. Read, "Persisting Problems in Cuban Education," Phi Delta Kappan 53 (February 1972): 354.
39. Ministerio de Educación de Cuba, Cuba: Sistemas educativos nacionalis (Havana: Ministerio de Educación, 1995).
40. W. Velez, "High School Attrition among Hispanics and Non-Hispanic White Youth," Sociology of Education 62 (April 1989): 119-33.
41. Berube; Olga Sendon-Oreiro, "Problemas del ausentismo escolar en el adolescente/Problems of School Absentecism in Adolescents," Boletín de psicología de Cuba 6, no. 2 (1983): 44-54.
42. Havana Domestic Service in Spanish, February 1980 (n. 20 above).
43. Leiner, "Two Decades of Educational Change in Cuba" (n. 8 above).
44. See coverage in Granma (January 15, 22, 24, 31, 1985), (February 1, 5, 26, 1985), and (March 5, 11, 20, 1985).
45. Granma (June 8, 1985), (February 1, 1985), p. 1.
46. Granma (September 28, 1985) and (October 3, 8, 1985): Bohemia (October 1985); Mark Richmond, "Educational Change in Postrevolutionary Cuba: A Critical Assessment," International Journal of Educational Development 7, no. 3 (1987): 191-204.
47. Granma (September 28, 1985) and (October 3, 8, 1985): Bohemia (October 1985); Mark Richmond, "Educational Change in Postrevolutionary Cuba: A Critical Assessment," International Journal of Educational Development 7, no. 3 (1987): 191-204.
48. Granma (September 28, 1985) and (October 3, 8, 1985): Bohemia (October 1985); Mark Richmond, "Educational Change in Postrevolutionary Cuba: A Critical Assessment," International Journal of Educational Development 7, no. 3 (1987): 191-204.
49. See Juventud rebelde (February 19, 25, 1986); Granma (February 24, 1986), p. 1.
50. See Juventud rebelde (February 19, 25, 1986); Granma (February 24, 1986), p. 1.
51. Juventud rebelde (February 19, 25, 1986); Granma (February 24, 1986).
52. Juventud rebelde (February 19, 25, 1986); Granma (February 24, 1986).
53. Granma (April 12, 1986), p. 2.
54. Granma (August 4, 1986), pp. 1, 3. Some of the most important drops at the basic secondary level occurred in the cities of Havana (65.6 percent promoted), Cienfuegos (77.8 percent), Santiago de Cuba (80 percent), and Villa Clara (80 percent), and in the provinces of Havana (70 percent), Santiago de Cuba (71 percent), and Guantanamo (73 percent).
55. Granma (March 30, 1987), (April 6, 8, 1987).
56. Granma (March 30, 1987), p. 3, (April 6, 1987), p. 4.
57. Sergio Diaz-Briquets, "Collision Course: Labor Force and Educational Trends in Cuba," Cuban Studies/Estudios cubanos 23 (1993): 91-112.
58. Granma (June 8, 22, 1987).
59. See Granma (December 1, 2, 1986), (April 4, 6, 1987); Habana tele-rebelde (December 1, 1986).
60. See Granma (December 1, 2, 1986), (April 4, 6, 1987); Habana tele-rebelde (December 1, 1986).
61. Granma (November 22, 1986), pp. 1-2; see also Granma (November 20, 24, 1986).
62. Granma (November 22, 1986), pp. 1-2; see also Granma (November 20, 24, 1986).
63. James W. Carty, Jr. "Communist Ideology Basic to J-Education in Cuba," Journalism Educator 33, no. 3 (1978): 40-43; Eusebio Mujal-Leon, The Cuban University under the Revolution (Washington, D.C.: Cuban American National Foundation, 1988), p. 30.
64. James W. Carty, Jr. "Communist Ideology Basic to J-Education in Cuba," Journalism Educator 33, no. 3 (1978): 40-43; Eusebio Mujal-Leon, The Cuban University under the Revolution (Washington, D.C.: Cuban American National Foundation, 1988), p. 30.
65. Berube (n. 20 above).
66. Granma (March 14, 1980); Havana Domestic Service, March 14, 1980, p. 42.
67. Granma (March 14, 1980); Havana Domestic Service, March 14, 1980, p. 42.
68. Victor Martuza, "A Conversation with Abel Prieto," Journal of Reading 25 (1981): 266. Prieto is a high official in the Ministry of Education.
69. For an extended analysis of educational centralization in Cuba, see Sheryl Lutjens, State, Bureaucracy, and the Cuban Schools: Power and Participation (New York: Westview, 1996).
70. Martin Bulmer, "Why Don't Sociologists Make More Use of Official Statistics?" in Sociological Research Methods, 2d ed., ed. M. Bulmer (New Brunswick, N.J.: Macmillan, 1984), pp. 131-54; Ruth Levitas and Will Guy, "Introduction: Social Science and Social Statistics," in Interpreting Official Statistics, ed. R. Levitas and W. Guy (London: Routledge, 1996), pp. 1-6.
71. Martin Bulmer, "Why Don't Sociologists Make More Use of Official Statistics?" in Sociological Research Methods, 2d ed., ed. M. Bulmer (New Brunswick, N.J.: Macmillan, 1984), pp. 131-54; Ruth Levitas and Will Guy, "Introduction: Social Science and Social Statistics," in Interpreting Official Statistics, ed. R. Levitas and W. Guy (London: Routledge, 1996), pp. 1-6.
72. Norman K. Denzin and Yvonna S. Lincoln, eds., Handbook of Qualitative Research (Newburry Park, Calif.: Sage, 1994); John Brewer and Albert Hunter, Multimethod Research (Newbury Park, Calif.: Sage, 1989).
73. Norman K. Denzin and Yvonna S. Lincoln, eds., Handbook of Qualitative Research (Newburry Park, Calif.: Sage, 1994); John Brewer and Albert Hunter, Multimethod Research (Newbury Park, Calif.: Sage, 1989).