Academic performance of peruvian elementary school children: The case of schools in LIMA at the 6 th grade

Interdisciplinaria

Volumn 28, Issue 2, 2012, Pages 323-343

  Manrique Millones, Denisse L ^a   Van Leeuwen, Karla ^a   Ghesquière, Pol ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

Arithmetic; Childhood; Latin; Multilevel; Performance; Reading; Spelling

Indexed keywords

EID: 84861473782     PISSN: 03258203     EISSN: 16687027     Source Type: Journal    
DOI: None     Document Type: Article

References (49)

1. Alcazar, L. (2009). Asistencia y desercion en co -legios secundarios rurales [Attendance and drop-out in secondary rural schools]. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 7, 136-163.
2. Anghel, B. & Cabrales, A. (2010). Los determinantes del éxito en la educación primaria en España [Determinants of success in primary education in Spain]. Universidad Carlos III. Madrid. Retrieved October, 7, 2010 from http://www.eco.uc3m.es/acabrales/research/Primaria.pdf.
3. Berninger, V. (2004). Understanding the graphia in dysgraphia. In D. Dewey & D. Tupper (Eds.), Developmental motor disorders: A neuropsychological perspective (pp. 328-350). New York: Guilford.
4. Bond, G., Dykstra, R., Clymer, T., & Summers, E. (1997). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 32, 345-427.
5. Breslau, J. (2009). The impact of early behavior disturbances on academic achievement in high school. Pediatrics, 123, 1472-1476.
6. Bull, R. (2008). Short-term memory, working memory, and executive functioning in pres -choolers: Longitudinal predictors of Math -ematical achievement at age 7 years. Developmental Neuropsychology, 33, 205-228.
7. Carpenter, P.A., Just, M.A., & Shell, P. (1990). What one intelligence test measures: A theoretical account of the processing in the Raven Progressive Matrices Test. Psychological Review, 97, 404-431.
8. Cattell, R.B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1-22.
9. Cavanagh, S. (2007). Puberty and the education of girls. Social Psychology Quarterly, 70, 186-198.
10. Cueto, S. (2007). Las evaluaciones nacionales e internacionales de rendimiento escolar en el Peru: Balance y perspectivas [The national and international assessment of achievement in Peru: Balance and perspectives]. Grupo de Análisis para el Desarrollo, 7, 405-455.
11. Cuetos, F. & Ramos, J.L. (1999). Procesos lectores (PROLEC-SE) [Reading processes]. TEA: Madrid.
12. Deary, I., Whiteman, M., Starr, J., Whalley, L., & Fox, H. (2004). The impact of childhood intelligence on later life. Journal of Personality and Social Psychology, 86, 130-147.
13. Dewey, D. & Tupper, D.E. (Eds.), (2004). Developmental motor disorders: A neuropsychological perspective. New York: Guildford Press.
14. Dioses, A. (2001). Test de Rendimiento Orto -gráfico [Orthography Test]. Cpal: Lima, Peru.
15. Ekstrom, R.B., French, J. W., & Harman, H.H. (1979). The Kit of Factor-Referenced Cog -nitive Tests. ETS: New Jersey, USA.
16. Fletcher, J., Lyon, R., Fuchs, L., & Barnes, M. (2007). Learning disabilities: From identification to intervention. New York: The Guil -ford Press.
17. Gallagher, A. & Kaufman, J. (2005). Gender differences in Mathematics: An integrative psychological approach. Cambridge University Press: United Kingdom.
18. Garlick, D. (2002). Understanding the nature of the general factor of intelligence: The role of individual differences in neural plasticity as an explanatory mechanism. Psychological Review, 109, 116-136.
19. Grabner, R., Neubauer, A., & Stern, E. (2006). Superior performance and neural efficiency: The impact of intelligence and expertise. Brain Research Bulletin, 69, 422-439.
20. Hecht, S.A., & Greenfield, D.B. (2001). Comparing the predictive validity of first grade teaching ratings and reading-related tests on third grade levels of reading skills in young children exposed to poverty. School Psychology Review, 30, 50-69.
21. Hox, J. (2002). Multilevel analysis: Techniques and applications. NJ, USA: Erlbaum.
22. Hoy, W. & DiPaola, M. (2010). Analyzing school contexts: Influences of principal and teachers in the service of students. USA: Age Publishing.
23. Instituto Nacional de Estadistica e Infor matica (INEI) (2008). Perú en cifras [Peru in numbers]. Retrieved October, 22, 2009 from http://www.inei.gob.pe
24. Instituto Nacional de Estadistica e Informa tica (INEI) (2009). Perú - Censos nacionales, XI de Población y VI de Vivienda [Peru national census, population XI and VI housing]. Retrieved November, 12, 2009 from http://www.inei.gob.pe
25. Jones, K. (2009). Developing multilevel models using MLwiN 2.1: A training manual. Centre for Multilevel Modelling, Univer sity of Bristol: United Kingdom.
26. Jordan N. (2007). Predicting first-grade Math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22, 36-46.
27. Landerl, K. (2001). Word recognition deficits in German: More evidence from a representative sample. Dyslexia, 7, 183-196.
28. Larrañaga, O. (2004). Competencia y participacion privada: La experiencia chilena en educacion [Competition and private participation: the Chilean experience in education]. Estudios Públicos, 96, 107-144.
29. LLECE (2006). Laboratorio Latinoame ricano de Evaluacion de la Calidad de la Educa cion UNE SCO [Latin American Laboratory for Assess ment of the Quality of Education]. Second Regional Comparative & Explan atory Study. Retrieved October, 22, 2009 from http://www2.minedu.gob.pe/umc/index2.php?v_codigo=201&v_plantilla=R
30. McLauchlan, P. (1994). Dinamica de la transformacion del sistema educativo en el Pe ru [Dynamics of the transformation of the Peru -vian education system]. Ciencia Eco nómica, 33, 47-99.
31. Mullis, I. (1997). Mathematics achievement in the primary school years: IEA'S third international Mathematics and science study (TIMSS). Boston College Chestnut Hill, MA: USA.
32. Ministerio de Educacion (2008). Diseño curricular nacional de educación básica regular [National curriculum design of basic education]. Retrieved November, 03, 2009 from http://www.minedu.gob.pe/normatividad/reglamentos/DisenoCurricularNacional2005.pdf
33. Nguyen, L. & Roedder, D. (2007). Growing up in a material world: Age differences in materialism in children and adolescents. Journal of Consumer Research, 34, 1-14.
34. PISA (2006). Programme for International Student Assessment. Retrieved April 14, 2009 from http://pisa2006.acer.edu.au/downloads.php
35. Opkala, C.O., Smith, F., Jones, E., & Ellis, R. (2000). A clear link between school and teacher characteristics, student demographics, and student achievement. Education, 120, 487-494.
36. Persson, C. (1988). Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes. Behavioral and Brain Sciences, 11, 169-183.
37. PRONAM (2008). Círculos de alfabetización [Literacy circles]. Lima: Mi nisterio de Educácion. Retrieved November, 12, 2009 from http://alfa.minedu.gob.pe/portal/media/documentos/ARCHIVO_PRONAMA.pdf
38. Raven, J.C. (1960). Guide to using the Standard Progressive Matrices. London: Lewis.
39. Raven, J., Raven, J.C., & Court, J.H. (2004). Standard Progressive Matrices (2000 Edition - updated). Oxford: Oxford Psy chologists Press.
40. Regional Office for Education of UNESCO (2008). Los aprendizajes de los estudiantes de América Latina y El Caribe. El Segundo Estudio Regional Comparativo y Expli cativo (SERCE), Primer Reporte, Santiago [The student learning outcomes in Latin America and the Caribbean. The second regional comparative and explanatory study]. Retrieved September 1, 2008, from http://unesdoc.unesco.org/imges/0016/001606/160660S.pdf
41. Saavedra, J. & Suarez, P. (2001). Equidad en el gasto social: El caso de la educacion publica y privada [Equity in social spending: The case of public and private education]. Grupo de análisis para el desarrollo, 7, 1-42. Retrieved November, 12, 2009 from http://www.grade.org.pe/download/docs/JS-PS-Equidad%20Gasto%20Social.PDF
42. Shaywitz, S.E. (2004). Overcoming dyslexia. New York: Knopf.
43. Sternberg, R.J., Grigorenko, E.L., & Bundy, D.A. (2001). The predictive value of IQ. Merrill-Palmer Quarterly, 47, 1-41.
44. Thornberg, R. & Elvstrand, H. (2008). Children's experiences of democracy, school rules, and injustice in school. Paper presented at the 36rd Congress of Nordic Educational Research Association. Copen hagen, Sweden.
45. Tobon, D., Valencia, G., Rios, P., & Bedoya, J.F. (2008). Organizacion jerarquica y lo gro escolar en Medellin: Un analisis a partir de la funcion de produccion educativa [Hierarchical organization and school academic achievement in Medellin: An analysis from the educational production function]. Lecturas en Economía, 68, 145-173.
46. Trillo, D., Perez, M., & Marcos, J. (2007). Eva -luacion del rendimiento en los centros de ensenanza primaria en la comunidad de Madrid [Performance evaluation in primary school in the community of Madrid]. In_D. Trillo (Ed.), Reflexiones sobre rendimiento educativo (pp. 125-160). Universidad Rey Juan Carlos. Ma -drid: Edi ciones Dykinson.
47. Unit of Measurement for Education (2001). El Peru en el primer estudio internacional com -parativo de la UNESCO sobre lenguaje, matematica y factores asociados en el tercer y cuarto grado [Peru in the first international comparative study of UNESCO on language, mathematics and associated factors in the third and fourth grade]. Boletín UMC 9. Lima: Ministerio de Educacion.
48. White, K. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 3, 461-481.
49. Yurgelun-Todd, D. (2007). Emotional and cognitive changes during adolescence. Current Opinion in Neurobiology, 17, 251-257.