This paper analyses the differences in the academic achievement of indigenous and non-indigenous children that attend primary schools in Guatemala. A decomposition procedure suggests that a relatively small portion of the academic achievement gap is explained by the differences in the socioeconomic status of indigenous and non-indigenous families. School attributes such as monolingual education, coverage, teacher supply gap, lack of resources and school quality play an important role in explaining the academic achievement gap.

By: Daniella Arrieta

Published on January 24, 2020