This study reports the results of a longitudinal study which followed 304 students from urban and rural areas of Puno. Included students were in fifth grade in 2000 and should be in fifth secondary (the end of basic education) in 2006, when the survey and interview again. be able to return to interview to 76% of students in the original sample, the rest, most had migrated out of Puno, according to reports from friends and family. Of those surveyed, 69% had advanced without repeating, 13% had left school and the rest had repeated one or more grades. On the one hand, the results suggest that performance on a standardized test of math in fifth grade have a statistically significant weight to explain the performance in reading comprehension and mathematics six years later, and the chance to move forward without repeating a grade. In addition, dropout was associated mainly to the need of student work. Overall, The study suggests the need to find mechanisms to support the educational performance of students in contexts of greater poverty and / or reduced performance, while not being discriminated against by the system, they are not cared for in their specific needs.
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