Publication: El Informe Coleman, 50 años después
Loading...
Official URL
Full text at PDC
Publication Date
2016
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universitat de València
Citations
Exportar
Abstract
En 2016 se cumplen 50 años del Informe Coleman, la primera evaluación externa de un sistema educativo mediante pruebas objetivas. Sus principales conclusiones siguen vigentes y han sido confirmadas por la investigación posterior. Pero el uso que se ha hecho de ellas ha tenido considerable sesgos. Las conclusiones sobre la importancia de la familia se han tergiversado, tomando por causalidad lo que no es más que correlación. Las relativas a la dificultad de encontrar diferencias entre escuelas y sus causas han sido tenazmente disimuladas. En cambio, las que se refieren al efecto pares han sido aceptadas y más bien exageradas. Por último, el defecto fatal del EEOR, que usa pruebas de aptitud en vez de pruebas de aprendizaje, ha sido apenas apuntado y luego sistemáticamente obviado.
In 2016 the Coleman Report will be 50 years old. It was the first external evaluation of a whole educational system by means of standardized tests. Its main conclusions still hold, and have been confirmed by many subsequent research. But its interpretation has been loaded with variuos biases. Conclusions about the role of family background have been misinterpreted by taking as causality what is no more than correlation. Those concerning the lack of differences among schools have been tenaciously ignored, while the findings concerning peer effects have been widely accepted and rather exagerated. Finally, a probably fatal error in the Coleman Report, to pretend that an aptitude test is a valid indicator of scholastic achievement, has been hardly noted and easily forgotten.
In 2016 the Coleman Report will be 50 years old. It was the first external evaluation of a whole educational system by means of standardized tests. Its main conclusions still hold, and have been confirmed by many subsequent research. But its interpretation has been loaded with variuos biases. Conclusions about the role of family background have been misinterpreted by taking as causality what is no more than correlation. Those concerning the lack of differences among schools have been tenaciously ignored, while the findings concerning peer effects have been widely accepted and rather exagerated. Finally, a probably fatal error in the Coleman Report, to pretend that an aptitude test is a valid indicator of scholastic achievement, has been hardly noted and easily forgotten.