Desempeño lector y equidad en la Educación Básica Superior: evidencia desde la evaluación Ser Estudiante en el Ecuador

To estimate the association between equity factors (socioeconomic status, home reading capital, and school features) and reading comprehension performance among Upper Basic Education students in Guayaquil, using open microdata from Ser Estudiante (SEST) 2022–2023. Observational, cross‑sectional study with multilevel components. We merged SEST microdata (Language & Literature) for grades 8–10 with the AMIE school registry to identify Guayaquil schools and contextual variables. We conducted descriptive analyses, correlations, and models controlling for student‑ and school‑level covariates; between‑school variance (ICC) was estimated. Marginal means by school governance and sensitivity checks were reported. The valid sample totals n = 1755 (ILYL), with ICC = 0.226 (50 schools). A positive socioeconomic gradient is observed (r_ILYL‑ISEC ≈ 0.24), alongside independent associations for home reading capital (books and weekly autonomous reading). Descriptively, extreme SES quintiles differ (Q1 ≈ 694.9 vs. Q5 ≈ 722.7 points). Governance differences emerge; the public sector concentrates enrollment and exhibits higher raw means in this sample, while adjusted marginal means favor faith‑based/private schools, consistent with comparative literature. School library and school climate correlate positively with performance; extended school day shows a small effect. Grade repetition relates negatively and attendance positively to reading comprehension. Findings support policies combining proportionate universalism (classroom/school libraries, guided reading and targeted tutoring) with instructional improvement (explicit comprehension strategies and formative assessment) and school management (climate, leadership, protected reading time)