<?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>2395-8715</journal-id>
<journal-title><![CDATA[Revista de economía]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. econ.]]></abbrev-journal-title>
<issn>2395-8715</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Economía, Universidad Autónoma de Yucatán]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2395-87152020000200073</article-id>
<article-id pub-id-type="doi">10.33937/reveco.2020.148</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rendimiento académico y habilidades de estudiantes en escuelas públicas y privadas: evidencia de los determinantes de las brechas en aprendizaje para México]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic performance and student abilities in public and private schools: evidence on the determinants of learning gaps in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Treviño]]></surname>
<given-names><![CDATA[Jorge O.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortez Soto]]></surname>
<given-names><![CDATA[Sara N.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>37</volume>
<numero>95</numero>
<fpage>73</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2395-87152020000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2395-87152020000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2395-87152020000200073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se analizan los determinantes del rendimiento académico en estudiantes de educación secundaria básica obligatoria en escuelas públicas y privadas en México, identificando también las fuentes de diferencias entre ambos sistemas educativos. Se emplean los datos de PISA 2012, se estiman los diferentes efectos tratamiento propuestos originalmente por Heckman y Vytlacil (2005) y se aplica al contexto de educación y aprendizaje desarrollado por Moreno (2009). Las estimaciones sugieren que existe un impacto positivo en cerrar la brecha educativa entre escuelas, de factores como el índice socioeconómico, la educación de la madre y en menor medida, la educación del padre, de igual manera, que la madre del alumno viva en casa. También, las estimaciones muestran evidencia de que existe un sesgo de selección hacia la pertenencia en un tipo de escuela, es decir, las características socioeconómicas de las familias de los alumnos son determinantes en la asignación de éstos entre escuelas públicas o privadas. Una potencial fuente de limitación es el diseño muestral de PISA, que no considera representatividad a nivel estatal o municipal. Una conclusión destacable desde la perspectiva de política pública es que la educación preescolar tiene un impacto positivo en el rendimiento académico y, además, reduce la brecha en los resultados de aprendizaje de estudiantes entre ambos tipos de escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyzes the determinants of academic performance in compulsory secondary education students in public and private schools in Mexico and identifies the source of difference between both systems. The research uses the PISA 2012 data and estimate the treatment effects originally proposed by Heckman and Vytlacil (2005) and applied to the context of education and learning achievement developed by Moreno (2009). The estimates suggest that there is a positive impact in closing the educational gap of factors such as socioeconomic index, mother's education, and, to a lesser extent, father's education, in the same way, that the student's mother lives at home. Also, the estimates show evidence of selection bias towards belonging to a specific type of school, that is, the contextual characteristics of the student such as family&#8217;s socioeconomic background determines the inclusion in either public or private schools. A potential limitation in the study is the PISA sample design, which does not consider representativeness at the state or municipal level. An important conclusion from a public policy perspective is that preschool education has a significant positive impact on academic performance and, also, reduces the gap between both public and private education students' achievement.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación de la educación]]></kwd>
<kwd lng="es"><![CDATA[escuelas públicas y privadas]]></kwd>
<kwd lng="es"><![CDATA[desigualdad]]></kwd>
<kwd lng="es"><![CDATA[sesgo de selección]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[quantitative policy modeling]]></kwd>
<kwd lng="en"><![CDATA[analysis of education]]></kwd>
<kwd lng="en"><![CDATA[education and inequality]]></kwd>
<kwd lng="en"><![CDATA[government policy]]></kwd>
</kwd-group>
</article-meta>
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