<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2076-054X</journal-id>
<journal-title><![CDATA[Población y Desarrollo ]]></journal-title>
<abbrev-journal-title><![CDATA[Poblac.Desarro.]]></abbrev-journal-title>
<issn>2076-054X</issn>
<publisher>
<publisher-name><![CDATA[FACULTAD DE CIENCIAS ECONÓMICAS- UNA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2076-054X2026006200007</article-id>
<article-id pub-id-type="doi">10.18004/pdfce/2076-054x/2026.032.62.007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Brechas de aprendizaje en Paraguay: un análisis aplicado de determinantes y desigualdades con datos del SNEPE 2018]]></article-title>
<article-title xml:lang="en"><![CDATA[Segmentation and learning gaps in upper secondary education: evidence from Paraguay's 2018 SNEPE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lovera]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalba]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Asunción Facultad de Ciencias Económicas ]]></institution>
<addr-line><![CDATA[San Lorenzo ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Sussex  ]]></institution>
<addr-line><![CDATA[Brighton ]]></addr-line>
<country>Reino Unido</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>32</volume>
<numero>62</numero>
<fpage>7</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2076-054X2026006200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2076-054X2026006200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2076-054X2026006200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación examina las desigualdades en el desempeño académico en Paraguay utilizando los microdatos del Sistema Nacional de Evaluación del Proceso Educativo (SNEPE) 2018, aplicado a estudiantes del año de la Educación Media. El análisis utiliza modelos de regresión lineal múltiple con interacciones para identificar si el gradiente socioeconómico varía según la gestión escolar, e incorpora un conjunto amplio de controles individuales e institucionales. Asimismo, aplica la descomposición Oaxaca&#8211;Blinder para estimar la proporción de las brechas atribuible a diferencias en dotaciones observables y aquella asociada a retornos diferenciales. Los resultados evidencian una brecha significativa entre el sector público y el privado, más marcada en lengua castellana que en matemática, junto con un gradiente socioeconómico pronunciado. El análisis muestra desventajas adicionales para estudiantes rurales, repetidores, quienes trabajan durante la secundaria y aquellos que hablan en el hogar una lengua distinta al castellano. La interacción entre nivel socioeconómico y gestión escolar revela que las ventajas de los hogares de mayor nivel se amplifican en el sector privado. La descomposición Oaxaca&#8211;Blinder confirma que, si bien parte de las desigualdades se explica por diferencias en dotaciones, una fracción relevante corresponde a retornos diferenciales, lo que refleja segmentación estructural en el sistema educativo paraguayo. Este trabajo representa una contribución pionera en el uso de microdatos del SNEPE para el análisis econométrico de la educación en Paraguay, llenando un vacío en la literatura nacional, dialogando con la evidencia internacional y ofreciendo insumos clave para el diseño de políticas públicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research examines inequalities in academic performance in Paraguay using microdata from the National System for the Evaluation of the Educational Process (SNEPE) 2018, that was applied to students in the third year of their secondary education. The analysis uses multiple linear regression models with interactions to identify whether the socioeconomic gradient varies according to school management and incorporates a broad set of individual and institutional controls. Likewise, it applies the Oaxaca&#8211;Blinder decomposition to estimate the proportion of the gaps attributable to differences in observable endowments and that associated with differential returns. The results show a significant gap between the public and private sectors, more marked in Spanish language than in mathematics, together with a pronounced socioeconomic gradient. The analysis shows additional disadvantages for rural students, repeaters, those who work during high school, as well for those who speak a language different from Spanish at home. The interaction between socioeconomic status and school management reveals that the advantages of higher-level households are amplified in the private sector. The Oaxaca-Blinder decomposition confirms that, although part of the inequalities is explained by differences in endowments, a relevant fraction corresponds to differential returns, which reflects structural segmentation in the Paraguayan education system. This work represents a pioneering contribution to the use of microdata from the SNEPE for the econometric analysis of education in Paraguay, filling a gap in the national literature, dialoguing with international evidence and offering key inputs for the design of public policies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Brechas de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[SNEPE 2018]]></kwd>
<kwd lng="es"><![CDATA[desigualdad socioeconómica]]></kwd>
<kwd lng="es"><![CDATA[descomposición Oaxaca&#8211;Blinder]]></kwd>
<kwd lng="en"><![CDATA[Learning gaps]]></kwd>
<kwd lng="en"><![CDATA[SNEPE 2018]]></kwd>
<kwd lng="en"><![CDATA[socioeconomic inequality]]></kwd>
<kwd lng="en"><![CDATA[Oaxaca&#8211;Blinder decomposition]]></kwd>
</kwd-group>
</article-meta>
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<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Econometric analysis of cross section and panel data]]></source>
<year>2010</year>
<edition>2</edition>
<publisher-name><![CDATA[MIT Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
