Rising stakes and converging interests: the Saber Pro exam and the emergence of shadow education in Colombian higher education.
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| Title: | Rising stakes and converging interests: the Saber Pro exam and the emergence of shadow education in Colombian higher education. |
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| Authors: | Celis, Jorge1 (AUTHOR) jcelis18@alumno.uned.es, Moreno, Juan Manuel2 (AUTHOR) jmoreno@edu.uned.es |
| Source: | Higher Education (00181560). May2026, Vol. 91 Issue 5, p1903-1921. 19p. |
| Subject Terms: | *Supplementary education, *Standardized tests, *Educational coaching, *Educational equalization, *Higher education, *Institutional environment, Socioeconomic factors, Accreditation |
| Abstract: | This study examines the emergence of preparatory courses for the Saber Pro exam (SPE) within Colombian higher education institutions (HEIs). Originally designed as a quality assurance tool, the SPE has evolved into a significant factor influencing institutional reputation and accreditation, driven by governmental incentives and public rankings. Adapting the concept of shadow education, this work analyzes fee-based preparatory courses offered by HEIs, which mirror characteristics of private supplementary tutoring. Utilizing data from 2016 to 2023 and employing a balanced decision tree model, the study investigates institutional factors associated with the provision of these courses, including HEI type, accreditation status, socioeconomic composition of the student body, and SPE performance. Findings indicate that HEIs with medium or low SPE scores and higher socioeconomic student populations are more likely to offer preparatory courses. In contrast, variables such as urban location and public–private affiliation were not statistically significant. These results suggest that such courses are predominantly implemented by HEIs with greater institutional resources, potentially reinforcing existing educational inequalities. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study examines the emergence of preparatory courses for the Saber Pro exam (SPE) within Colombian higher education institutions (HEIs). Originally designed as a quality assurance tool, the SPE has evolved into a significant factor influencing institutional reputation and accreditation, driven by governmental incentives and public rankings. Adapting the concept of shadow education, this work analyzes fee-based preparatory courses offered by HEIs, which mirror characteristics of private supplementary tutoring. Utilizing data from 2016 to 2023 and employing a balanced decision tree model, the study investigates institutional factors associated with the provision of these courses, including HEI type, accreditation status, socioeconomic composition of the student body, and SPE performance. Findings indicate that HEIs with medium or low SPE scores and higher socioeconomic student populations are more likely to offer preparatory courses. In contrast, variables such as urban location and public–private affiliation were not statistically significant. These results suggest that such courses are predominantly implemented by HEIs with greater institutional resources, potentially reinforcing existing educational inequalities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00181560 |
| DOI: | 10.1007/s10734-025-01502-3 |
