出版社：Consejo Mexicano de Investigación Educativa, A.C.
摘要：En este artÌculo se analizan los efectos del origen social del alumno y del contexto socioeconÛmico de la escuela y la provincias, sobre su logro en matem·tica y lengua al final de la educaciÛn primaria en Argentina. El estudio examinÛ datos relativos a 32 mil 289 estudiantes en mil 319 aulas de 7º grado de educaciÛn primaria para matem·tica, y 30 mil 477 alumnos y mil 226 aulas para lengua, ambos en escuelas urbanas de Argentina. Para desarrollar el an·lisis se utilizaron modelos lineales de niveles m˙ltiples con tres niveles: alumno, escuela y provincia. Los puntajes de matem·tica y lengua se basaron en pruebas estandarizadas aplicadas a los estudiantes al final del aÒo lectivo. Se usaron cuatro indicadores diferentes de los conceptos de capital econÛmico y cultural, provenientes del cuestionario del alumno, a nivel individual y contextual. Los resultados se discuten a la luz de la teorÌa de la reproducciÛn cultural de Bourdieu. Se encontrÛ que las mediciones de capital econÛmico y cultural son predictores significativos de los puntajes en las pruebas de matem·tica y lengua, principalmente en su forma contextual (segmentaciÛn social del sistema educativo). Pero por otra parte, una proporciÛn importante de la variaciÛn de los puntajes promedios de las escuelas no es explicado por estos factores. Esto implica que caracterÌsticas escolares (institucionales o de la pr·ctica pedagÛgica) serÌan tambiÈn factores significativos del nivel y distribuciÛn de los aprendizajes escolares en Argentina.
其他摘要：This article analyzes the effects of social origins and the socioeconomic context of the school and province on student achievement in mathematics and language at the end of elementary education in Argentina. The study examined data corresponding to 32,289 stu-dents in 1,319 seventh-grade classrooms for mathematics, and to 30,477 students in 1,226 classrooms for language; both sets of data are from urban schools in Argentina. To develop the analysis, linear models with three levels were utilized: the student, school and province. Math and language scores were based on standardized tests administered to students at the end of the school year. Use was made of four different indicators, based on student questionnaires, of economic and cultural capital at the individual and contextual level. The results are discussed in light of Bourdieuís theory of cultural reproduction. It was found that the measurements of economic and cultural capital are significant predictors of scores on math and language tests, primarily in their contextual form (social segmentation of the educational system). But on the other hand, an important proportion of the variation in schoolsí average scores is not explained by these factors. The implication is that school characteristics (institutional or pedagogical characteristics) are also significant factors in the level and distribution of scholastic learning in Argentina.
