The principle of education for sustainable development (ESD) is that no child is left behind. Hence, the fourth sustainable development goal (SDG) of the United Nations (UN) emphasizes inclusion and equity in education by focusing on eliminating disparities among regions. This study explores factors related to education quality through modeling in rural areas of Sumenep Regency, in East Java, Indonesia. Currently, only a few kinds of research studies involve spatial data, latent variables and, at the same time, tests of their spillover effects. The modeling herein is the spatial autoregressive model with latent variables (SAR-LVs). The latent variables were estimated using the weighted least square (WLS) method, while the Lagrange multiplier (LM) test was used for spatial dependence testing. The parameters of the SAR-LVs were estimated using two-stage least square (2SLS). The results show that the quality of education is directly influenced by the infrastructure of the schools but not by the socioeconomic conditions of the local communities. The autoregressive spatial coefficient has a significant but negative effect, which shows a negative spillover from districts with a lower quality of education to the ones with a high quality of education. This is due to the students’ competition to get registered for a favorite or good quality school in a particular district, which stimulates the migration of students from its neighboring districts. This reveals the inequality of school quality, since not all students can get access to schools with good quality. Through this study, some recommendations are given as a contribution to achieving the fourth SDG in Indonesia.

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通过带有潜在变量的空间自回归模型探索教育质量的相关因素：一个农村案例研究

可持续发展教育（ESD）的原则是不让任何儿童落后。因此，联合国的第四个可持续发展目标（SDG）着重于消除区域之间的差距，强调教育的包容性和公平性。这项研究通过对印度尼西亚东爪哇省Sumenep Regency农村地区的模型进行研究，探讨了与教育质量相关的因素。目前，只有少数几种研究涉及空间数据，潜在变量以及它们溢出效应的测试。本文中的建模是具有潜在变量（SAR-LV）的空间自回归模型。使用加权最小二乘（WLS）方法估计潜在变量，而拉格朗日乘数（LM）检验用于空间依赖性检验。SAR-LV的参数使用两阶段最小二乘（2SLS）进行估算。结果表明，教育质量直接受到学校基础设施的影响，而不受当地社区的社会经济状况的影响。自回归空间系数具有显着但负面的影响，这表明从教育质量较低的地区到教育质量较高的地区存在负溢出效应。这是由于学生争夺特定地区最喜欢或质量最好的学校的报名，这刺激了学生从邻近地区迁移。这表明了学校质量的不平等，因为并非所有学生都能获得高质量的学校。通过这项研究，