摘要：Abstract The devaluation of education, related with multiple socio-economic and psycho-school factors may be influencing decisively on academic results. A target level is observed that the socio-economic and cultural level of families can decide the student performance, however, this international trend shows inconsistent results. In addition, in different studies, we can observe that students from disadvantaged backgrounds statistics exceed expectations in performance, surpassing the expected results depending on their socioeconomic and cultural level; and students should achieve optimal results for their family situation do not get the expected performance. An interpretative hypothesis may be that subjective social value given to education is a factor which explains these results. Such situations could be analyzed at the macro level assessment indicators that identify patterns of social and school projection given to education. Thus, from a framework of systemic research based on an evaluation model aimed at identifying the contributions of education as a means for the development of social cohesion, has worked through expert committees and work groups with 60 teachers (school, high school and college) to assess the adequacy, clarity and absence of bias on a proposed scale on the Subjective Social Value of Education. To analyze factors among students in primary and secondary education to help overcome these situations of inequality and help improve the situation for all students. Suitable results are detected and two scales of 20 items each: primary and secondary are presented. As prospectively the intention is to validate and debug to metric level (Classical Theory of Tests and Item Response Theory) to ensure her quality and application in future researches.
