This article presents a methodological proposal based on the percentage of maximum effectiveness test, aimed at estimating the added value existing in the difference between the Colombian students’ relative performances before and after an educational process, taking as a reference the state tests Saber11 and SaberPRO, making a comparative analysis by region. The amount of situations that demonstrate the high heterogeneity, and disparity in many cases, in the regions and departments that make them up, especially in the development of students’ interpretative, argumentative and propositive competences are highlighted with the purpose of analyzing the possible existence or inexistence of a predestined academic level, related to these tests.