<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982022000400010</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.178.60596</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Gobernanza educativa en América Latina ¿Autonomía con equidad?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ariza Dau]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos Ruiz]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Libre  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Norte Departamento de Economía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<numero>178</numero>
<fpage>10</fpage>
<lpage>31</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000400010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo contribuye al debate sobre la autonomía escolar como modo de gobernanza y su efecto en la calidad y equidad en América Latina. Desde el enfoque contractual de la economía de los costos de transacción, se evalúan los efectos de la autonomía escolar en el desempeño, así como sus implicaciones en las metas de equidad en el sistema educativo. A partir de los aspectos de gobernanza medidos por el programa PISA a nivel de organizaciones escolares, se derivaron estimaciones econométricas para dos medidas de desempeño: logro y equidad. Los hallazgos sugieren que sistemas educativos más autónomos se asocian con un mejor desempeño, pero la práctica de la autonomía podría estar sesgada hacia los centros escolares que representan menor riesgo en términos de costos de transacción. Además, la autonomía escolar implica una estructura de gobernanza que conlleva riesgos de inadaptación que amenazan la naturaleza distributiva de los sistemas educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article contributes to the debate on school autonomy as a mode of governance and its effect on quality and equity in Latin America. Using the contractual approach of the economics of transaction costs, we evaluate the effects of school autonomy on performance, as well as its implications in the achievement of equity goals in the educational system. From the governance aspects measured by the PISA program at the level of school organizations, we obtained the relevant econometric estimates for two performance measures: achievement and equity. The findings suggest that more autonomous educational systems are associated with better performance. However, the practice of autonomy could be biased towards schools that represent less risk in terms of transaction costs. In addition, school autonomy implies a governance structure that carries maladjustment risks that threaten the distributive nature of educational systems.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gobernanza]]></kwd>
<kwd lng="es"><![CDATA[Autonomía]]></kwd>
<kwd lng="es"><![CDATA[Equidad]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Costos de transacción]]></kwd>
<kwd lng="en"><![CDATA[Governance]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Equity]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Transaction costs]]></kwd>
</kwd-group>
</article-meta>
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