Educational management and ENLA results in Peru: documentary analysis of standardized assessment and accountability (2015–2024)

Sandoval Valdiviezo M.C.; Valdiviezo Pérez K.T.; Sandoval Peña J.M.; Sandoval Valdiviezo J.M. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2026) · DOI: 10.5281/zenodo.18762676

Resumen

This article examines the relationship between educational management devices and the results reported by Peru’s National Assessment of Learning Achievement (ENLA) through a documentary analysis of official sources (UMC/MINEDU reports, regulations and institutional publications) for the 2015–2024 period. Using ENLA 2023 data for second-grade secondary students (subsample: 3,080), it describes achievement levels in Reading, Mathematics and Social Studies as well as reported associated factors (confidence, coping and personal control). Findings indicate low proportions of satisfactory achievement and persistent gaps across strata, calling for methodological caution regarding causal claims about the “effect” of management on learning. The article concludes that available evidence helps characterize trends and tensions of the assessment regime and its link to school management, while demanding clearer corpus definition, conceptual delimitations and a critical discussion of accountability-based uses of results.

Instituciones: Universidad Privada Antenor Orrego; Universidad César Vallejo