León Juan y Yessenia Collahua (2016). El efecto del nivel socioeconómico en el rendimiento de los estudiantes peruanos: un balance de su efecto en los últimos quince años. En GRADE. Investigación para el desarrollo en el Perú: once balances. Lima: GRADE.

The current study examines a meta-analysis of the relationship between family socioeconomic status (SES) and student academic achievement in Peru between 2000 and 2014. In total, 28 primary studies containing a total of 132 effect sizes were analyzed. Effect sizes were calculated using Fisher’s z-statistic, obtained by transforming the partial correlation coefficient associated with each relationship identified in the selected studies. Overall, results indicated a greater use of composite indices to measure family socioeconomic status in educational research, which illustrates a growing interest in reflecting the different dimensions of family well-being. The average effect of socioeconomic status at the student level was 0.03 standard deviations, while the average effect of school socioeconomic composition was 0.21 standard deviations. This suggests that the effect of demographic composition of the school on student achievement is greater than the effect of individual demographics, and that socioeconomic status—at the individual or school level—is a key variable in explaining student achievement. Therefore, research studies that analyze factors associated with students’ academic achievement should consider including this variable as a control in order to avoid overestimation of the effect of the school variables.