Objective:

To analyze the relationship between personal, family, and institutional variables with the performance in the SABER PRO tests from 2016 to 2019 of nursing students at the Universidad del Magdalena (Colombia).

Methodology:

Descriptive correlational study. The analysis of the scores obtained in the generic and specific modules of the SABER PRO tests of the nursing students of the Universidad del Magdalena was carried out. Descriptive and inferential analyses were performed using Infostat/L software.

Results:

The performance in the different modules of the SABER PRO tests was found to be associated with personal variables such as younger age, male gender, and rural residence; family variables such as access to cable television service, ownership of a computer and video game console, residence in a permanent home and no dependents; and institutional variables such as the mean value of tuition fees and scholarships.

Conclusions:

Personal, family, and institutional variables were identified that are associated with better performance on state tests. These findings highlight the importance of considering multiple individual and contextual factors, when addressing academic achievement and educational equity. It is suggested that educational policies and programs should be designed to reduce existing gaps in these variables and provide equitable access to resources and learning opportunities for all students.

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