Local Findings in La Paz on a Re-evaluation of Educational Quality in Mathematics and Possible Reform of Law 070

Abstract

This study replicates the preliminary diagnosis of the Plurinational Observatory of Educational Quality (OPCE) from 2023 in La Paz, regarding mathematics performance in Community Productive Secondary Education. That study was conducted with 812 sixth-year secondary school students distributed across 80 educational units in La Paz, Bolivia, during November 2025. The study was carried out by three mathematics teachers in response to the dissemination of the results obtained by the OPCE in 2023 from educational units within the Plurinational Education System of Bolivia throughout the country, which revealed deficient performance in areas such as mathematics, physics, and chemistry. The study applied in November 2025 evaluates learning achievements using a test with similar design and operational characteristics. The main results indicate that only 40% of students pass Mathematics (with a score of 51 or higher), highlighting persistent gaps in the Bolivian Plurinational Education System. The analyzed factors include explanatory elements such as school type, area of ​​residence, and socioeconomic level. The discussion compares the local findings with those of the OPCE (Plurinational Observatory of Educational Quality), underscoring inequalities and the need to reformulate Law 070 (Avelino Siñani – Elizardo Pérez Law) to prioritize basic skills and reduce these gaps. The conclusions emphasize curricular interventions, while the recommendations propose legislative updates, teacher training, and continuous assessments. This work contributes to the debate on educational quality in Bolivia, promoting actions to improve performance in Mathematics taught in La Paz classrooms.