Modelo de ecuación estructural que evalúa las relaciones entre el estatus cultural y económico del estudiante y el logro educativo

because of its importance, socioeconomic status has been defined using different indicators, which establishes the benefit of separating the various effects that economic, social and cultural aspects have on students' learning. this study evaluates the different effects that economic, social and cultural factors have on scholastic achievement. the data analyzed come from the quality and scholastic achievement tests given to third-level preschool students (excale-00) in the 2006-2007 school year. through the modeling of structural equations, the theoretical relationships among a group of 15 indicators and three latent variables were analyzed, as well as each factor's contribution to scholastic achievement. both factors have a positive association with learning, although the cultural factor has more influence than economic. the model suggested includes only a few indicators of both factors; further research should consider evaluating more indicators, and including other latent variables in the model.