<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000300213</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.3.833</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El uso del EXANI-I en la educación media superior. Tendencias y perfiles de aspirantes en México entre 2012 y 2022]]></article-title>
<article-title xml:lang="en"><![CDATA[The Use of EXANI-I in Upper Secondary Education. Trends and Profiles of Applicants in Mexico between 2012 and 2022]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Fernández]]></surname>
<given-names><![CDATA[Jimena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galván Gutiérrez]]></surname>
<given-names><![CDATA[Erick Herrera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Loeza]]></surname>
<given-names><![CDATA[Alexis Gibran]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrero Iriberri]]></surname>
<given-names><![CDATA[Itzel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>3</numero>
<fpage>213</fpage>
<lpage>249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000300213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000300213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000300213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se examina la evolución del Examen Nacional de Ingreso a la Educación Media Superior (EXANI-I) en México entre 2012 y 2022. A través de un análisis descriptivo, se abordan tres dimensiones: la participación de sustentantes en comparación con egresados de secundaria e ingresos a la EMS; la aplicación del examen por estado y el perfil social y económico de los postulantes. Los resultados muestran una participación limitada y desigual respecto a la población objetivo, con una tendencia nacional a la baja. Existen marcadas diferencias estatales y cambios en los patrones de participación. La brecha de género, antes en favor de los hombres, se revirtió tras la pandemia, aumentando la presencia femenina. También se incrementó la proporción de sustentantes con padres hablantes de lenguas indígenas y de niveles socioeconómicos medios. El estudio ofrece evidencia útil para diseñar procesos de ingreso más objetivos, inclusivos y transparentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examines the evolution of the National Entrance Examination for Upper Secondary Education (EXANI-I) in Mexico between 2012 and 2022. Through descriptive analysis, three dimensions are addressed: test-taker participation compared to middle school graduates and upper secondary school enrollment; examination implementation by state; and the social and economic profile of applicants. The results show limited and unequal participation relative to the target population, with a declining national trend. Marked state-level differences and changes in participation patterns exist. The ender gap, previously favoring men, reversed after the pandemic, increasing female presence. The proportion of test-takers with parents who speak indigenous languages and from middle socioeconomic levels also increased. The study provides useful evidence for designing more objective, inclusive, and transparent admission processes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[pruebas de admisión]]></kwd>
<kwd lng="es"><![CDATA[educación de segundo ciclo]]></kwd>
<kwd lng="es"><![CDATA[inscripción]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[admission tests]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[enrollment]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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