Identidad, horario y rendimiento educativo en PISA 2015

Abstract

The empirical evidence points out how a certain organization of the schedule hasa positive influence on educational achievement. However, normally, the research, analyze theinfluence of schedule on educational achievement, does not pay attention to the reasons whyan education system has a given time distribution. In other words, these investigations do notanalyze the meaning (Young, 1971) of why one curriculum establishes a concrete time distributionamongst all possible schedules. Taking this line of work as a starting point, we studied theschedules of the 17 Spanish Autonomous Communities comparatively. The main objective of thispaper is to explore the effect of the curricular time organization, taking into account the symboliccriteria of allocation, on the educational achievement of the students according to the data ofPISA 2015. We use data visualization to explore possible trends in the data. In the light of thedata, a potential weak association between the annual hours and the educational performance inreading competence is perceived.