A New Admission System in Chile and Its Foreseen Moderate Impact on Access for Low-Income Students

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2022-07-11 DOI:10.3102/01623737221093374

N. Honey, Alejandro Carrasco

引用次数: 2

Abstract

Chile is known for universal school choice policies and a high level of economic segregation. In part, segregation has been linked to selective school admission policies. Chile implemented a centralized school admission system (New School Admission System), where PK–12 schools must accept any applicant, and lottery assignment is used for oversubscription. We exploit a natural experiment due to the phased implementation across grades and regions to attempt to detect any effects of this policy on access for and representation of low-income students using grade-within-school and year fixed effects. Eliminating admissions barriers may contribute to increased educational opportunity, but the impact may be limited by the multiple structural factors shaping inequality in Chile. We find little short-term change in access for low-income students.

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智利新的录取制度及其对低收入学生入学的适度影响

智利以普遍的择校政策和高度的经济隔离而闻名。种族隔离在一定程度上与选择性入学政策有关。智利实行集中入学制度（新入学制度），PK–12学校必须接受任何申请人，超额认购使用抽签分配。我们利用跨年级和地区分阶段实施的自然实验，试图利用校内和学年固定效应来检测这项政策对低收入学生入学和代表性的任何影响。消除入学障碍可能有助于增加教育机会，但其影响可能受到影响智利不平等的多种结构性因素的限制。我们发现低收入学生的入学机会在短期内几乎没有变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.