Inequality in Upper Secondary Education and its effect on the respective institutional indicators

Abstract

The study aims to demonstrate how inequity in access to education worsened during the time of mandatory social confinement that made distance education necessary due to the pandemic caused by COVID-19, since in Higher Secondary Education (“EMS”) there was no previous experience that would allow for a care protocol in the virtual or distance educational modality, which would mean that it could be difficult for these students to appropriate the skills that are the objective of the development of the study programs and as consequently, they would also be compromised to continue studying (permanence in the EMS system) and inevitably see their goal of finishing high school truncated (terminal efficiency). To demonstrate this, the behavior of local and national educational indicators will be analyzed. A mixed methodology is used with a sequential development where the behavior of the aforementioned educational indicators before and after the COVID-19 pandemic is analyzed in a simple linear regression with descriptive statistics to later address the phenomenon with qualitative methodology.