The Education of Economists in Colombia: Quality Differences and its Determinants

Available from: 
October 2013
Paper author(s): 
Jaime Sarmiento Espinel
Carolina Silva
Edwin van Gameren
Education - Health

We analyze the effect of the accreditation status of Economics programs of Colombian universities on the distribution of scores in a test of economics knowledge. We apply the DiNardo, Fortin, and Lemieux (1996) methodology to estimate different counterfactual distributions. In particular, we estimate what would be the distribution of scores of students in accredited programs if they had had the characteristics of students in non-accredited programs. We evaluate in which part of the distribution of scores different sets of factors (student, family, program and institutional characteristics) have their greatest impact. The scores studied came from the 2007 Test of Higher Education Quality (ECAES) in economics. In addition, student, family and institutional information was built from a survey held before the test. Results suggest that individual characteristics explained the larger part of the quality education gap, while family features contribute the least. The program's features were influential in students who obtained lower scores, while the characteristics of the university had influence on students with middle and lower scores. Accredited programs were more efficient in transforming the available inputs of students, program and institution.


Research section: 
Lacea 2013 annual meeting
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