Statistical Analysis of Student Admission to the National Polytechnic School’s Leveling Course in the 2024-B and 2025-A Academic Periods.

Abstract

This study provides a descriptive–comparative characterization of the cohorts admitted to the Leveling Course at the Escuela Politécnica Nacional (EPN) following the implementation of the new institutional admission exam in the 2024-B academic period. Two observable variables are analyzed: the admission score (0–1000 scale) and the type of feeder high school (public/fiscal, public–missionary, municipal, and private). Using anonymized administrative records from the 2024-B and 2025-A academic periods, descriptive statistics are computed and Levene’s test is applied to assess homogeneity of variance, followed by Welch’s ANOVA. The results show a significant decrease in the mean admission score (≈97 points lower in 2025-A; Welch ANOVA p-value < 2.2 × 10−16) and an increase in the proportion of students coming from public (fiscal) institutions. These findings suggest the need for differentiated leveling strategies and continued monitoring of equity. The evidence supports institutional decision-making and motivates future research on academic performance and student persistence.