<?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>S2448-878X2025000100201</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.1.679</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Infrastructure and Educational Outcomes in Bolivia]]></article-title>
<article-title xml:lang="es"><![CDATA[Infraestructura y resultados educativos en Bolivia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bojanic]]></surname>
<given-names><![CDATA[Antonio N.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Foronda]]></surname>
<given-names><![CDATA[Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jordán]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tulane University Economics Department ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Bolivian Catholic University San Pablo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Bolivia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Arkansas Sam M. Walton College of Business ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>1</numero>
<fpage>201</fpage>
<lpage>238</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes how the levels of enrollment, promotion, dropout and failure are affected by access to basic infrastructure services such as electricity, drinking water, and sanitation services, as well as by access to basic facilities such as classrooms, sports fields, laboratories, libraries, and computer rooms. Based on Bolivian data for the entire universe of schools and colleges at the preschool, primary, and secondary levels, an empirical study was carried out on the impact of educational infrastructure during the period 2015-2020. It is analyzed whether the results vary depending on whether the schools are public, are located in urban centers and whether they offer a humanistic degree. Consistently, the findings show that access to basic infrastructure can play a fundamental role in generating positive educational outcomes, but when the analysis is disaggregated by geographic region and educational levels, there emerge significant differences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, se analiza cómo los niveles de matriculación, promoción, abandono y reprobación son afectados por el acceso a servicios de infraestructura básica como la electricidad, agua potable, y servicios sanitarios, así como por el acceso a instalaciones básicas como aulas, campos deportivos, laboratorios, bibliotecas y salas de computación. Con base en datos bolivianos para todo el universo de escuelas y colegios en los niveles preescolar, primario y secundario, se realizó un estudio empírico sobre el impacto de la infraestructura educativa durante el periodo 2015-2020. Se analiza si los resultados varían dependiendo de si las escuelas son públicas, se encuentran en centros urbanos y si las mismas ofrecen un título humanístico. De manera consistente, los resultados indican que el acceso a infraestructura básica puede jugar un papel fundamental en la generación de desenlaces educativos positivos, pero cuando el análisis se desagrega por región geográfica y por niveles educativos, existen importantes diferencias.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Bolivia]]></kwd>
<kwd lng="en"><![CDATA[infrastructure]]></kwd>
<kwd lng="en"><![CDATA[educational outcomes]]></kwd>
<kwd lng="es"><![CDATA[Bolivia]]></kwd>
<kwd lng="es"><![CDATA[infraestructura]]></kwd>
<kwd lng="es"><![CDATA[resultados educativos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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