Interesante artículo Producing superstars for the economic Mundial: The team in the tail
. (las negritas son mías)
. (las negritas son mías)
.
.....The PISA scores are standardised to an OECD-wide mean equal to 500 and OECD-wide student standard deviation equal to 100. This implies that a score of 625 places a student in the OECD 10% which we take as a minimal global benchmark for “advanced” capability... As is widely known, the Mexican average of 405 is significantly below the OECD average of 500, the US average of 482, and very far from the Korean average of 540.But what has been less emphasised is that the low average (without a correspondingly larger inequality into the right tail) implies a very small share of students at the top of the distribution. So, while 18% of Koreans are above this benchmark, and even 6.5% of US 15-year-olds (a group not recognised internationally for mathematical brilliance) only three in every thousand Mexican students are above that threshold. ....
This tiny share implies a small absolute number of students above the advanced international benchmark... If we assume that no school drop-out would have scored above 625 if tested this gives a lower bound estimate. An alternative assumption is that drop-outs would have had the same likelihood of scoring above 625 as the enrolled, which gives an “upper bound” on the total.
The lower bound estimates are that each year, of a cohort of around 2 million students, Mexico produces only around 3,500 students that would be in the OECD top 10%. Even the certainly over-optimistic upper bound estimate is only 5,822. Every 15-year-old in Mexico that scores above 625 could fit in a small auditorium ...
.
.....The PISA scores are standardised to an OECD-wide mean equal to 500 and OECD-wide student standard deviation equal to 100. This implies that a score of 625 places a student in the OECD 10% which we take as a minimal global benchmark for “advanced” capability... As is widely known, the Mexican average of 405 is significantly below the OECD average of 500, the US average of 482, and very far from the Korean average of 540.But what has been less emphasised is that the low average (without a correspondingly larger inequality into the right tail) implies a very small share of students at the top of the distribution. So, while 18% of Koreans are above this benchmark, and even 6.5% of US 15-year-olds (a group not recognised internationally for mathematical brilliance) only three in every thousand Mexican students are above that threshold. ....
This tiny share implies a small absolute number of students above the advanced international benchmark... If we assume that no school drop-out would have scored above 625 if tested this gives a lower bound estimate. An alternative assumption is that drop-outs would have had the same likelihood of scoring above 625 as the enrolled, which gives an “upper bound” on the total.
The lower bound estimates are that each year, of a cohort of around 2 million students, Mexico produces only around 3,500 students that would be in the OECD top 10%. Even the certainly over-optimistic upper bound estimate is only 5,822. Every 15-year-old in Mexico that scores above 625 could fit in a small auditorium ...
.
y concluye
.
We are obviously not suggesting that international competition has the “winner-take-all” nature of sports. But, if the absolute number of upper tail capability plays any role in countries' economic performance then this is particularly problematic, especially since the dominant policy attention and rhetoric in developing countries are completely focused elsewhere – on expanding enrolments, increasing inputs, and, where quality is raised at all, more concerned with remediation of the lower tail. None of these are going to be at all useful if what is needed are superstars in the economic Mundial.
We are obviously not suggesting that international competition has the “winner-take-all” nature of sports. But, if the absolute number of upper tail capability plays any role in countries' economic performance then this is particularly problematic, especially since the dominant policy attention and rhetoric in developing countries are completely focused elsewhere – on expanding enrolments, increasing inputs, and, where quality is raised at all, more concerned with remediation of the lower tail. None of these are going to be at all useful if what is needed are superstars in the economic Mundial.
5 comentarios:
Profesor Villagomez. No queda claro en su post si usted esta completamente de acuerdo con lo que copia en su post. Debe aclararse.
En cuanto a los beneficios que se necesitan en nuestra patria y muchos otras naciones, le recuerdo que el mayor impacto de los sistemas educativos se dan en la educacion elemental y secundaria.
Por supuesto, se oye bien pretender tener una patria con seudo-genios pero recuerde que en nuestra realidad es prioritario sacar a la gente de las catacumbas.
Esta demostrado que los mayores beneficios se dan por la educacion primaria y secundaria, y ahi deben concentrarse los esfuerzos.
Le recomiendo que debemos pensar en nuestra realidad antes de fascinarnos con los resultados en otros paises.
Una vez más, es una lástima saber que, en promedio, la población estudiantil mexicana se queda rezagada en el ámbito internacional. No es nada fuera de lo común que la OCDE nos arroje esos datos. Sería interesante observar cuál es la tendencia del gasto público en educación como porcentaje del gasto social en México y compararlo con el resto de la OCDE. Advierto que se obtendrán datos que revelarán la ineficacia en el sector, que es controlado por uno de los sindicatos más fuertes en el país.
Alguna vez Mi Gran Mentor me citaba que la mayor cuantía de recursos se debe focalizar hacia la Educación Primaria, los Grandes Maestros de la Enseñanza debiésen ser Los Profesores de este nivel...La Álgebra Booleana, es el sendero correcto.
Every 15-year-old in Mexico that scores above 625 could fit in a small auditorium ...
Ouch. La conclusión del reporte es brillante, no se puede competir así.
Mientras el SNTE y el gobierno ni se acuerdan de dar verdadera calidad a la educación
En México se concentran enormes problemas: planes de estudio que obligan que los estudiantes se memoricen las cosas (sin que las comprendan y sepan aplicarlas; por ejemplo: la historia); un sindicato que controla la mayor parte de la educación básica; falta de competencia entre escuelas; la idea de que un mayor presupuesto conseguirá mejor educación; no se ensaña inglés, de manera eficiente, durante la educación básica. Los retos son muchos; la indisposición y la ignorancia, enormes. Propongo empezar por la cabeza de Elba…
Publicar un comentario