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Martínez, L., & Prada, S. . (2012). Consecuencias de medir progreso educativo con pruebas estandarizadas: El caso de los Estados Unidos. Revista De Antropología Y Sociología : Virajes, 14(1), 47–63. Recuperado de https://revistasojs.ucaldas.edu.co/index.php/virajes/article/view/871

Autores

Lina Martínez
Universidad ICESI
lmmartinez@icesi.edu.co
Sergio Prada
Universidad ICESI
siprada@proesa.org.co

Resumo

En 2012 se cumplieron 10 años de la implementación de No Child Left Behind (NCLB) o “Ningún niño atrás”  en su traducción al español. NCLB es la ley que define la política educativa para los niños que asisten a  escuelas públicas en los Estados Unidos. Basada en la teoría económica, la ley definió precisos criterios  cuantitativos para evaluar avances o retrocesos en el sistema. En este artículo resumimos los principales  hallazgos presentados en la literatura académica norteamericana con respecto a las consecuencias  esperadas y no esperadas de la ley. La experiencia norteamericana muestra que vincular los resultados de  pruebas estandarizadas a penalidades para profesores y escuelas es una estrategia insuficiente para motivar cambios positivos en el sistema educativo.

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