School trajectory

a quantitative analysis of the Bachelor's Degree in Education at Centro Universitario de los Valles, Mexico

Abstract

The aim of the research was to make a quantitative analysis of the school trajectory of a generational cohort corresponding to the 2018A, 2018B and 2019A admission calendars, of the Bachelor's Degree in Education of the Centro Universitario de los Valles of the University of Guadalajara, Mexico. The selection considered that they are the last three generations of this educational program that were formed with a study plan oriented to educational management and administration. The bachelor's curriculum changed in the 2019B school year to a training orientation for basic education teaching, so this analysis could provide a vision of the quantitative indicators of said plan. The analysis was carried out considering that, for graduation, the generational transition is eight semesters, so it ends in the 2021B, 2022A and 2022B semesters, respectively. The method considered the following indicators: failure rate, promotion, accumulated dropout, graduation efficiency, average number of registered students and promoted students. The results show that the school trajectory is affected by events such as failing subjects, which makes it irregular. Negative dropout rates often result from repeating subjects.