Assessing the impact of socioeconomic and school factors on learning outcomes in peru: a spatial perspective

Paredes R.P.; Vilca-Huayta O.A.; Arpi-Mayta R.; Sucari-Turpo H.; Huamani-Peralta A.; Yapuchura-Saico C.R.; Gonzales M.; Quispe-Lino C.N.; Rodríguez-Limachi O.; Condori-Palomino J.A. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2025.1600944

Resumen

This study investigates the spatial determinants of student achievement in Peru by examining how socioeconomic conditions and school resources jointly influence learning outcomes. Using district-level data for second-grade secondary students and applying spatial econometric techniques, the analysis identifies significant spatial ependence, indicating that academic performance in one district is influenced by that of neighboring areas. Socioeconomic indicators such as household socioeconomic status, the Human Development Index, and mothers’ educational attainment, along with school inputs including public investment, infrastructure quality, and teacher qualifications, emerge as strong predictors of achievement. Results also underscore the substantial effect of school management type, as students in privately managed schools outperform those in public institutions by an average of 20.65 points. Higher socioeconomic status further enhances performance, while rural and female students consistently score below their urban and male peers. Additionally, bilingual education shows a positive association with mathematics performance. These findings highlight the need for geographically sensitive educational policies that address spatial inequalities and strengthen both socioeconomic and institutional conditions to improve learning outcomes in Peru. Copyright

Instituciones: Universidad Nacional del Altiplano