ABSTRACT

The Ecuadorian government has reported remarkable learning gains regarding the academic progress of students in the educational system. However, the academic gains for indigenous students have not been clearly demonstrated. This quantitative study aimed at understanding the progress of educational reforms in Ecuador for indigenous students. These students tend to learn an indigenous language first. We focus here on the 2015–2016 student public sample datasets produced by INEVAL for fourth graders in Basic General Education (Educación General Básica; EGB). The results of the analyses indicate that urban students who spoke Spanish first outperformed rural students who learned an indigenous language first. The findings of this study also point to the importance of integrating diverse students’ assets and prior experiences as part of the curriculum to support the academic success of diverse groups of students.

摘要

厄瓜多尔政府报告称，教育系统中学生的学业进步取得了显着的学习成果。然而，土著学生的学术成就尚未得到明确证明。这项定量研究旨在了解厄瓜多尔土著学生教育改革的进展情况。这些学生往往首先学习土著语言。我们在此重点关注 INEVAL 为基础普通教育（Educación General Básica；EGB）四年级学生制作的 2015-2016 年学生公共样本数据集。分析结果表明，首先讲西班牙语的城市学生的表现优于先学习土著语言的农村学生。