Civil Conflict and Educational Achievement: The Case of the Colombian Secondary School Exit Examination
| Autor | Silvia C. Gómez Soler |
| Cargo | Pontificia Universidad Javeriana (Colombia) |
| Páginas | 73-103 |
73
Civil Conflict and Educational Achievement: The Case
of the Colombian Secondary School Exit Examination
Silvia C. Gómez Soler1
Pontificia Universidad Javeriana (Colombia)
HOW TO CITE
Gómez Soler, Silvia C. “Civil Conflict and Educational Achievement: The Case of the Colombian
Secondary School Exit Examination”. Colombia Internacional (92): 73-103. DOI: dx.doi.org/10.7440/
colombiaint92.2017.03
RECEIVED: April 19, 2016
ACCEPTED: October 28, 2016
REVISED: November 15, 2016
DOI: dx.doi.org/10.7440/colombiaint92.2017.03
ABSTRACT: is paper examines the relationship between civil conict and
educational achievement in Colombia. We use multilevel analysis to deal adequately
with the hierarchical structure of the data and an instrumental variables approach
to tackle the possibility of bias associated with endogeneity. To the best of our
knowledge, this is the rst eort to understand the relationship between civil
conict and educational achievement in exit examinations through the use of
multilevel analysis. e results show that the relationship between the intensity of the
conict and performance on exit examinations is not as straightforward as it may
seem at rst glance.
KEYWORDS: educational policy • education (esaurus) • exit exams • civil conict •
multilevel analysis (author)
is article is based on the author’s PhD dissertation research, conducted at the Maastricht
Graduate School of Governance, Maastricht University (e Netherlands).
1 I wou ld like to tha nk Jorge A. Restrepo ( Universidad Javeriana a nd CERAC), the semin ar
participa nts at the Maastr icht Graduate School of Gove rnance, and the a nonymous referees
who reviewed the a rticle for their helpful c omments and suggestions. I a m also grateful to the
Colombian Inst itute for the Promotion of Higher Educat ion (ICFES), the Resource Centre for
Conict An alysis (CERAC), and Colombia’s National Admin istrative Department of St atistics
(DANE) for providing the d ata for the analysis.
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Colomb. int. 92 • 0121-5612 • e- 1900-6004
Octubre-diciembre 2017 • . 73-103 • : https://dx.doi.org/10.7440/colombiaint92.2017.03
Conflicto Civil y Rendimiento Académico: El caso del examen
final de enseñanza secundaria en Colombia
RESUMEN: Este artículo examina la relación entre el conicto civil en Colombia y el
rendimiento académico. Utilizamos el análisis multinivel para tratar adecuadamente
la estructura jerárquica de los datos y un enfoque de variables instrumentales para
abordar la posibilidad de sesgo asociado con endogeneidad. Hasta donde sabemos,
este es el primer esfuerzo para entender la relación entre conicto civil y rendimiento
académico en los exámenes del país mediante el uso de análisis multinivel. Los
resultados muestran que la relación entre la intensidad del conicto y el desempeño
en los exámenes nales no es tan simple como parece a primera vista.
PALABRAS CLAVE: política educativa • educación (esaurus) • exámenes nales •
conicto civil • análisis multinivel (autor)
Conflito civil e rendimento acadêmico: o caso do exame de
estado da educação média na Colômbia
RESUMO: este artigo examina a relação entre o conito civil e o rendimento escolar
na Colômbia. Utilizamos uma metodologia de análise multinível para analisar
adequadamente a estrutura hierárquica dos dados, e de variáveis instrumentais
para abordar a possibilidade de viés associado à endogeneidade. De acordo com
nossa revisão de literatura, este é o primeiro esforço para entender a relação entre
o conito civil e o rendimento nos exames de Estado usando análise multinível. Os
resultados mostram que a relação entre a intensidade do conito e o rendimento
nos exames não é tão simples quanto parece à primeira vista.
PALAVRAS-CHAVE: educação (esaurus) • análise multinível • conito civil • exames
de rendimento (concluintes) • política educativa (autor)
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