Within-school segregation in the Chilean school system: What factors explain it? How efficient is this practice for fostering student achievement and equity? (original) (raw)
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For decades the stratification of educational systems and schools’ socioeconomic composition have been observed as potential causes of inequalities in achievement across social groups. In Chile, these concerns are intertwined with a context of policies promoting both school choice and between-school competition. This work focuses on assessing the evolution of schools’ socioeconomic segregation during recent decades and estimating the short- and long-term effects of classmates' characteristics on student academic outcomes. The first chapter offers a description of the Chilean educational system (as most of the following chapters will use data from this country) and its challenges regarding educational inequality and the separation of social groups across schools. Chapter 2 provides an international comparison of socioeconomic segregation trends in 34 educational systems based on a measure of Dissimilarity (Duncan index). Chapter 3 analyses trends of segregation in Chile since 199...
Socioeconomic school segregation in Chile: Parental choice and a theoretical counterfactual analysis
CEPAL Review, 2017
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School choice advocates argue that the introduction of vouchers can make improved educational opportunity available to the most disadvantaged children. Critics contend that vouchers increase the risk of exacerbating inequities based on race and socioeconomic status. They are worried about whether disadvantaged parents have enough information to make good choices and whether parental preferences will lead families to select schools based on the race or class composition of their student bodies and not on their academic quality. Critics also fear that in order to remain competitive and save costs, private schools will have incentives to skim off the highest performing students who are usually least demanding in terms of resources. Most evidence in Chile confirms skeptics' concerns. Researchers have found that Chile's unrestricted flat per-pupil voucher program has lead to increased stratification across public and private schools. What has been overlooked, however, is segregation between schools within a sector and variation within private voucher forprofit and non-profit (religious and secular) school sectors. Using a highly detailed dataset, I examine public and private school segregation. I find that public schools are more likely to serve disadvantaged-low-income and indigenous-students than private voucher schools. I also find that the typical public school is more internally diverse with regard to ethnicity and socioeconomic status than the typical private voucher school. While differential behavior is also found across private school ownership types, the differences do not always comport with theory. The data suggest that school tuition is much more important than other factors in explaining segregation patterns between and within school sectors. I also find that policies that provide incentives for schools to enroll disadvantaged students can help to mitigate the stratifying effects of educational vouchers. Table 16. Non-indigenous and indigenous student dissimilarity index values for public and private voucher urban schools, 2007 and 2008
XXI Congresso português de Sociologia. Sociedades polarizadas? Desafios para a Sociologia, 2023
Recent research has identified school segregation as a relevant factor in educational inequality, while the debate on the educational policies needed to tackle its effects is attracting special interest. Consistent with the findings of international literature, previous studies in Spain point to the existence of an effect of school social composition on individual outcomes, so segregation would generate an additional negative effect on students’ performance, especially affecting the educational outcomes of the most socioeconomically vulnerable group of students. Given this situation, many proposals have been suggested, most notably those that advocate reducing the concentration of socioeconomically disadvantaged pupils in segregated schools by redistributing them through zoning policies at the local level. Less explored are the possibilities for schools to tackle the effects of school segregation through organisational practice ant teaching. We hypothesise that the unequal schooling of pupils between schools according to their social background has an additional effect on their performance and that these differences in schooling have an impact on the inequality of performance between schools. However, as a second hypothesis, we expect that there is also heterogeneity of results between schools with the same social mix. In this regard, this paper aims to analyse the inequality of results within and between schools according to their social composition. For this purpose, we draw on a representative sample of 9,555 students in 4th grade of primary education (9-10 years old) and 501 schools, taken from TIMSS 2019 microdata for Spain, which is of particular interest as it comes from fieldwork carried out in the school year immediately prior to the closure of classrooms due to the COVID pandemic. We use regression models and mean comparisons to estimate the effects of school social composition and the differences in educational outcomes between schools. The results confirm our hypothesis and suggest not only the existence of a ‘compositional effect’, but also the ability of schools to improve the educational outcomes of their students, regardless of their social background. Understanding the complex relationships between school organisation, teaching and social composition allows us to assess the areas of implementation where it will be more effective to target educational policies to mitigate the effects of school segregation.
2021
There is evidence of the impact of school segregation on students’ academic achievement, but it is debated whether the extent of this impact is dependent on students’ socioeconomic status, or on their native or non-native condition. This research addresses the problem in Spain, seeking to determine how immigrant and socioeconomic segregation affect the academic achievement of native and non-native students. With this aim, the PISA study database was specially exploited by means of two-tier Multilevel Models, estimating school segregation through the Hutchens Square Root Index. Specifically, the study estimates the influence of school segregation on students’ academic achievement in the subjects of Mathematics, Language and Science. The results confirm that school socioeconomical and immigrant segregation affect students’ academic achievement differently. Whereas socioeconomic segregation negatively affects both groups in all three subjects, immigrant segregation affects non-native s...