LAUSR

espanolEntre los factores que explican el rendimiento en PISA, destaca el papel de las variables que informan sobre el contexto social, economico y cultural. Este tipo de variables no son directamente moldeables, y escapan a las posibilidades de intervencion de los agentes educativos. Controlado el efecto del contexto socioeconomico, en este trabajo consideramos variables relativas a las politicas educativas regionales, la cultura institucional de los centros y el desempeno docente, con el fin de analizar su relacion con los resultados obtenidos en PISA. Para ello, llevamos a cabo un analisis secundario a partir de datos correspondientes a 976 centros educativos de las 17 regiones espanolas participantes en PISA-2015, junto con datos relativos a escolarizacion, financiacion y recursos disponibles a nivel autonomico. Mediante analisis lineal jerarquico, construimos sucesivos modelos de regresion multinivel para valorar el papel de los centros y las politicas regionales en la explicacion de la competencia cientifica alcanzada en los centros. Los resultados obtenidos, en lo que respecta a las politicas educativas, destacan el efecto positivo de la ratio alumnos-profesor y el negativo del numero de ordenadores por aula, medidos a nivel regional. En cuanto al papel de los centros, se han encontrado efectos significativos para el clima escolar y la actuacion del profesorado. En particular, las conductas negativas del alumnado y el trato irrespetuoso al alumno se vinculan a menores niveles de competencia. En cambio, un buen control de la clase, el ejercicio de una ensenanza dirigida por el profesor o la adaptacion de la ensenanza a las necesidades del alumnado se asocian a una mayor competencia. Se registran niveles bajos de competencia cientifica cuando estan presentes la retroalimentacion y el apoyo al alumno. A partir de estos hallazgos se formulan propuestas orientadas a la intervencion en los centros y a la revision de las politicas educativas. EnglishAmong the variables that explain schools and students' performances as measured in PISA stand out those that provide information about the social, economic and cultural context. These factors are non-malleable and are not within educational agents' reach. So that, once the effect of the socioeconomic context on assessment was controlled, we focused the study on the role that variables related to educational regional policy, to schools' institutional culture and to the teaching practices play on schools performance in PISA. For this purpose we carried out a secondary analysis with data of 976 secondary schools distributed along the 17 regions of Spain participating in PISA-2015 assessment cycle, and also with data about public/private enrolment, educational spending and available resources of the regional systems. We have built successive multilevel regression models -through a hierarchical linear analysis- in order to know the role of schools and educational policy of all the Spanish regions on the explanation of schools' scientific competence. Findings focused on educational policy variables show that student-teacher ratio and the quantity of computers by classroom do matter on achievement. About the incidence on the performance of schools? variables we found out that the school climate and the teaching practices have significant effects on outcomes. Students? disruptive behaviour and teachers? disrespectful interaction with pupils are both variables related to a lower level of competence. Nevertheless, efficacy in the classroom management, a direct teaching approach and the adaptation of the teaching activities to students? needs are variables related to a higher level of competence. Students? support and feedback exists when a low-level of scientific competence is founded. Finally, some proposals have emerged from these findings in order to do better at schools and to redirect educational policy.