- GRADE
Av. Grau 915, Barranco
Lima 4
Peru - 51-1-2479988
- Santiago Cueto holds a degree in Educational Psychology from the Pontificia Universidad Católica del Perú and a PhD i... moreSantiago Cueto holds a degree in Educational Psychology from the Pontificia Universidad Católica del Perú and a PhD in the same field from Indiana University in the United States. He has been a Visiting Researcher at the University of California at Davis and the University of Oxford. He is currently Research Director and Senior Researcher at GRADE, where he coordinates the Peru component of the international study Young Lives/Niños del Milenio. He is also a member of the National Education Council in Peru and Senior Lecturer in the Department of Psychology at the Catholic University in Peru. He has been a member of the Technical Board of the National Institute for Educational Assessment (INEE) in Mexico, President of the Peruvian Educational Research Society and Executive Secretary of the Educational Research Fund of PREAL (part of the Inter American Dialogue). He has worked as a consultant to international organizations such as the Inter-American Development Bank and the World Bank.
His main areas of interest are education and human development, particularly within a poverty context. In 2003, at the Global Development Network’s (GDN) Annual Conference, one of his works received the prize for best research project in the Education, Knowledge and Technology category. In 2010 h received the National Award in Psychology by the Professional Board of Psychologists in Peru.edit
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Research Interests: Psychology, Art, Social Problems, Behaviour, Jóvenes, and 15 moreAdolescentes, Nutrición, Salud, Health System, Bebidas Alcohólicas, Comportamiento, Tabaco, Sistema De Salud, Consumo De Drogas, Research to Policy, Public Policy, Environment and Natural Resources, Política Gubernamental, Comportamiento sexual, and Malnutrición
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En el presente articulo se cuantifica la magnitud de las brechas entre grupos de estudiantes. En segundo lugar, se presentan las brechas entre estudiantes agrupados en cuatro tipos de instituciones educativas: privadas, publicas urbanas,... more
En el presente articulo se cuantifica la magnitud de las brechas entre grupos de estudiantes. En segundo lugar, se presentan las brechas entre estudiantes agrupados en cuatro tipos de instituciones educativas: privadas, publicas urbanas, publicas rurales no indigenas y publicas rurales indigenas. Finalmente la ultima seccion explora opciones de politica para fomentar la equidad educativa en el Peru.
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Este estudio presenta el estado actual de cuatro grupos delimitados por genero, etnicidad, pobreza y discapacidad, en los que, a partir de la normativa educativa e indicadores de acceso, rendimiento y oportunidades de aprendizaje, se... more
Este estudio presenta el estado actual de cuatro grupos delimitados por genero, etnicidad, pobreza y discapacidad, en los que, a partir de la normativa educativa e indicadores de acceso, rendimiento y oportunidades de aprendizaje, se exploran las inequidades educativas existentes. Ademas, se analiza el contenido de la Ley de Reforma Magisterial.
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Aporte para el diseño de políticas orientadas a reducir la inequidad del sistema educativo peruano, para lo cual compara las trayectorias de las dos cohortes del estudio Niños del Milenio —la mayor nacida en 1994; y la menor, en el 2001—... more
Aporte para el diseño de políticas orientadas a reducir la inequidad del sistema educativo peruano, para lo cual compara las trayectorias de las dos cohortes del estudio Niños del Milenio —la mayor nacida en 1994; y la menor, en el 2001— estimando sus oportunidades educativas y logros. Se basa, principalmente, en las encuestas de hogares aplicadas en los años 2002, 2006, 2009 y 2013, así como en la encuesta escolar del 2011.
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En el mismo año, las tasas netas de asistencia a inicial y a secundaria eran más altas para los niños con lengua materna castellano, no pobres, urbanos y cuyas madres contaban con estudios superiores. Mientras, en primaria, el acceso a la... more
En el mismo año, las tasas netas de asistencia a inicial y a secundaria eran más altas para los niños con lengua materna castellano, no pobres, urbanos y cuyas madres contaban con estudios superiores. Mientras, en primaria, el acceso a la educación era alto en todos los grupos; así, el 87.1% de los niños pobres extremos asistían a escuelas primarias. El acceso a la educación primaria es una de las metas tanto de los Objetivos de Desarrollo del Milenio (Naciones Unidas) como de Educación para Todos (UNESCO), ambas por cumplirse en el 2015. Sin embargo, iniciativas más recientes han enfatizado en que si bien es importante asistir a la escuela, lo es también alcanzar niveles exigentes de aprendizaje. Así, se observa una tendencia a proponer el objetivo más matrícula y más aprendizaje (véanse, por ejemplo, las recomendaciones de Learning Metrics Task Force).
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... Santiago Cueto, Cecilia Ramírez y Juan León2 ... Sin embargo en el Perú no conocemos de estudios que hayan utilizado este marco teórico, que se caracteriza por incluir variables ligadas a procesos y contextos educativos en la... more
... Santiago Cueto, Cecilia Ramírez y Juan León2 ... Sin embargo en el Perú no conocemos de estudios que hayan utilizado este marco teórico, que se caracteriza por incluir variables ligadas a procesos y contextos educativos en la explicación de los resultados escolares, además ...
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This technical note outlines the procedures used to develop a digital module, administered to both Young Lives cohorts in the four study countries during the Round 5 household survey in 2016. The modules were based on existing scales in... more
This technical note outlines the procedures used to develop a digital module, administered to both Young Lives cohorts in the four study countries during the Round 5 household survey in 2016. The modules were based on existing scales in this field. We carried out pilot tests of instruments and performed psychometric analysis to present evidence of the reliability and validity of the instruments. The items measure access, digital skills and use of digital devices, including computers, tablets, the internet and mobile phones. This note provides measures of computer (offline) and internet skills, estimated through factor analysis. Descriptive results show a clear digital divide across countries, with respondents in Peru and Vietnam showing higher levels of access, more frequent use, and earlier age of engagement with digital devices than respondents in Ethiopia and India. However, in a multivariate analysis we found that within countries there are differences in access associated with socio-economic status; for example, the wealth index (collected in Round 1 of Young Lives in 2001) predicts access to computers 15 years later, as do maternal education and ethnicity. In some cases, gender (favouring males, particularly in India) is also predictive of access. We also found that starting to use computers and the internet earlier, and using them daily, was associated with higher levels of digital skills in both cohorts for most countries
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El texto en el cual se basa este documento de política analiza qué factores se asocian con la deserción escolar en los cuatro países que abarca el estudio longitudinal Niños del Milenio: Etiopía, India, Perú y Vietnam. Para ello, se... more
El texto en el cual se basa este documento de política analiza qué factores se asocian con la deserción escolar en los cuatro países que abarca el estudio longitudinal Niños del Milenio: Etiopía, India, Perú y Vietnam. Para ello, se consideran factores personales, familiares y educativos. Este documento se enfocará en los resultados del Perú
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For many children, the circumstances of their birth and earliest years have lifelong consequences. Where and to whom a child is born can predict her economic and social outcomes later in life. Children born to parents who invest emotional... more
For many children, the circumstances of their birth and earliest years have lifelong consequences. Where and to whom a child is born can predict her economic and social outcomes later in life. Children born to parents who invest emotional and economic resources in their development tend to become healthy and productive adults, passing on the advantages that such investments bring to their own children. Children born in adverse circumstances, where poverty and stress limit possibilities and aspirations, fare less well. The odds are stacked against them from the beginning. Chances are that neither school nor any life experience will level the playing field.
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Although enrolment in primary schools in Peru is very high, more than half of primary school children are one or more grades below the norm for their age. Evaluations show Peruvian school children score well below the global average for... more
Although enrolment in primary schools in Peru is very high, more than half of primary school children are one or more grades below the norm for their age. Evaluations show Peruvian school children score well below the global average for their age and the average of countries with similar socio-economic circumstances. The role of social capital, or social networks and support, trust, and reciprocity, in explaining these findings has not been studied. Research in the United States has suggested positive associations between social capital and educational achievement. Young Lives researchers have examined whether social capital is associated with educational progress and achievement in Peru. In this paper, the authors consider the impact of social capital on children aged 7.5 to 8.5, focusing on whether or not the child is in a school grade corresponding to his/her age and achievements in mathematics and language. The findings in this paper confirm poor educational outcomes for many Pe...
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Studies from both high and low-middle income (LAMI) countries have documented how being reared in poverty is linked to compromised child development. Links between poverty and development are mediated by the timing and extent of exposure... more
Studies from both high and low-middle income (LAMI) countries have documented how being reared in poverty is linked to compromised child development. Links between poverty and development are mediated by the timing and extent of exposure to both risk factors nested under poverty and to protective influences which can attenuate the impact of risk. While children from high-, middle-, and low-income countries are exposed to similar types of developmental risks, children from low- and middle-income countries are exposed to a greater number, more varied and more intense risks. Given these contextual differences, cumulative risk models may provide a better fit than mediated models for understanding the nature of pathways linking economic insufficiency and developmental inequality in low- and middle-income countries, and for designing interventions to promote development of children from these countries. New evidence from a large scale UNICEF data set illustrates the application of a cumulative risk/protective perspective in low- and middle-income countries.
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RESUMEN A mediados del 2003 el Ministerio de Educación inició un programa piloto cuyo objetivo fue incrementar la asistencia diaria y la permanencia en clase de los docentes a través de un sistema de incentivos para los maestros en... more
RESUMEN A mediados del 2003 el Ministerio de Educación inició un programa piloto cuyo objetivo fue incrementar la asistencia diaria y la permanencia en clase de los docentes a través de un sistema de incentivos para los maestros en algunas zonas rurales del Perú. Los docentes que lograran la META (nombre con el que fue rebautizado el programa Mejor Educación a través de más Tiempo en el Aula el 2004) recibirían un incentivo monetario. El programa fue continuado durante el año 2004, pero además de la asistencia docente, se recogieron datos sobre el rendimiento de los estudiantes en comprensión de lectura y matemática (las pruebas fueron administradas a inicios y fin del año escolar, de modo que se pudiera estimar el crecimiento en rendimiento). El estudio encontró que la realización del programa tuvo un impacto positivo en la asistencia de los docentes. El efecto del programa en el rendimiento es menos claro, aunque se observa una tendencia a una asociación positiva. Si bien el programa ha sido descontinuado, en el presente documento se analizan algunas implicancias de políticas para programas de incentivos a favor de los docentes (por ejemplo, que se vinculen los incentivos con programas de desarrollo profesional). En cualquier caso, estas iniciativas deberían estar vinculadas a la Ley de Carrera Pública Magisterial, que está siendo implementada paulatinamente por el Ministerio de Educación
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In this paper the authors utilize the five rounds of Young Lives household surveys across four countries (Ethiopia, India, Peru and Vietnam) to study the characteristics of children who had dropped out of school by 22 years of age. While... more
In this paper the authors utilize the five rounds of Young Lives household surveys across four countries (Ethiopia, India, Peru and Vietnam) to study the characteristics of children who had dropped out of school by 22 years of age. While most children in the longitudinal sample go to primary school, they tend to drop out more often and earlier in Ethiopia. In India most children complete the early grades of school but drop out later, particularly in grades 11 and 13. Researchers find that in all countries, except Vietnam, there is a considerable number of children who drop out of school but at some point return to it, either to complete secondary or drop out again. The reasons provided by children for dropping out across the countries are oftentimes related to poverty: for example, the need to work, or care or provide for family. The multivariate analysis shows that indeed in many cases the wealth level of the family at an early age predicts later dropout, as does maternal education level, students’ early skills and residence in certain regions of each country. There are also some variations across countries; for example, boys are more likely to drop out of school in Ethiopia and Vietnam, and children who have repeated a grade are more likely to drop out of school in Peru. However, having high educational aspirations at early ages seems to be a protective factor against dropping out. This suggests that the value that children place on education may be an important preventative factor against dropping out. Overall, these results suggest the need to act early through education and social protection interventions to target young children who are at risk of dropping out, and the follow their trajectories, providing support as needed to specific groups and even individuals, so that all children may fulfill their right to complete at least secondary education.