Identifying the post-pandemic determinants of low performing students in Latin America through Interpretable Machine Learning methods

Abstract

Introduction. The high prevalence of students not achieving basic learning competencies in Latin America (LAC) is concerning, even more so considering the region's deep structural inequalities and the larger post-pandemic learning losses. Within this scenario, the paper aims to contribute to the identification of the determinants of bottom and low performers (below level 2). Methodology. Based on 2022 data from the Programme for International Student Assessment (PISA) for 10 LAC countries, and using a stacking model integrating binary classification models as well as by applying Shapley Additive Explanations (SHAP) analysis for interpretability, we identify critical factors impacting on the student performance across low performers groups. Results. We find that a student with the highest probability of being a not achiever speaks a minority language and had repeated, has no digital devices at home, comes from a poor family and works for payment half of the week, and the school the student attends has wide disadvantages such as bad school climate, weak Information and Communication Technology (ICT) infrastructure and poor teaching quality (only a third of teachers being certified). For countries' estimates, we find quite homogeneous patterns regarding the contribution of top ranked factors, with repetition at primary, household wealth, and educational ICT inputs being top ten ranked covariates in at least 8 out of the 10 total countries. Discussions. The paper findings contribute to the broad literature on strategies to identify and to target those most left behind in Latin American education systems.