global-journal-of-human-social-science Global Journal of Human-Social Science 0975-587X 2249-460X Global Journals Publishing Group Incorporated 61486 Learning Gains in Higher Middle Education Educational Gain in Mexican Upper Secondary Schools TuiránRodolfo GaviriaJosé Luis LugoRubén HernándezDaniel BenítezMiriam MEXICO 29 04 2022 22 G3 47 65

We present the results of the first national study on learning gains in Mexico related to the experiences of three generations of students who complete their higher middle education, as of 2013 and until 2015. We used data from standardized third grade ENLACE tests from secondary schools and from third grade higher middle education ENLACE/PLANEA exams. The instruments contain anchor questions measuring similar constructs at two moments in time for the same students. The comparison of students´s learning achievement in these two evaluation moments, allows us to identify that there was progress in their performance after having completed their higher middle education, regardless of the institution, some individual characteristics and the place where the school is located. Bivariate and multivariate analyzes are presented, identifying differences in the students’ learning gains, according to the subsystem of higher middle education in which they studied, the school shift attended, the type of secondary school from which they came from, and their sex, among other variables.

 learning gains in mexico higher middle education differences in learning achievement among population groups. Full Text

We present the results of the first national study on learning gains in Mexico related to the experiences of three generations of students who complete their higher middle education, as of 2013 and until 2015. We used data from standardized third grade ENLACE tests from secondary schools and from third grade higher middle education ENLACE/PLANEA exams. The instruments contain anchor questions measuring similar constructs at two moments in time for the same students. The comparison of students´s learning achievement in these two evaluation moments, allows us to identify that there was progress in their performance after having completed their higher middle education, regardless of the institution, some individual characteristics and the place where the school is located. Bivariate and multivariate analyzes are presented, identifying differences in the students’ learning gains, according to the subsystem of higher middle education in which they studied, the school shift attended, the type of secondary school from which they came from, and their sex, among other variables.