Eficacia escolar y desigualdad: aportes para la política educativa

this article presents the main findings of a recent study about learning-related factors in mexican primary education, with the objective of questioning some of the assumptions underlying the recently proposed educational reform. the results show that mexican primary schools have a reduced influence on learning, compared with the impact of socioeconomic factors; nevertheless, schools' human resources and teachers' stability in school, as well as classroom climate, show positive effects on learning; other school factors (i.e. school management, school climate, and learning opportunities) showed almost no relationship with learning. the last section of the article analyzes, from a critical perspective, the current educational policy recommendations (particularly, the triad autonomy-accountability-assessment) based on the results mentioned above.