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In this paper we present a geographical evaluation of the policies for preparatorias (high schools) created and administered by the government of Mexico City. The theoretical revision and statistical evaluation that were carried out have allowed us to construct useful relationships that explain various concepts from urban theories arising from diverging schools of thought and different disciplines. At the same time, it has been possible to demonstrate empirically the nonfulfillment of one of the geographical objectives of this policy in Mexico City.

Una evaluación geográfica de la política de educación media Superior de la Ciudad de México