The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19 SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1 SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade.PIA-CONICYT Basal Funds for Centers of Excellence BF0003 PIA-CONICYT ANILLO SOC-1104 Unicef University of Chil
Si bien las políticas educativas y la investigación en educación han abordado la segregación entre escuelas, las formas menos visibles de segregación y exclusión dentro de la escuela apenas se han estudiado. El objetivo de este estudio fue caracterizar y analizar la ocurrencia y concurrencia de dos tipos de prácticas: punitivas y de ordenamiento por habilidades. Se utilizó las bases de datos del sistema de información general de estudiantes de los años 2003 al 2018 para identificar prácticas de ordenamiento académico, y los cuestionarios que acompañan la prueba SIMCE del año 2018 para analizar las prácticas punitivas reportadas por estudiantes de 6° (N = 224.274) y 10° grado (N = 202.282) y a padres de estudiantes de 4° grado (N = 214.211), 6° grado (N = 204.894) y 10° grado (N = 171.596). Los resultados muestran que los estudiantes de sexo masculino y en condición de pobreza reciben más prácticas punitivas, y que el ordenamiento académico es utilizado ampliamente en las escuelas chilenas, con mayor frecuencia en escuelas que solo imparten enseñanza secundaria. El uso de prácticas punitivas es más frecuente en aquellos colegios que ordenan académicamente. Se discute las implicancias de la sobre-representación de estas prácticas para los fenómenos de segregación educativa.
This paper aims to analyze how students attending six of the most prestigious, selective, and high-performing public schools in Chile perceive the concept of excellence and what factors influence their perceptions. A survey was administered to 1,828 students enrolled in 11th and 12th grade. The results show that students share a multidimensional idea of excellence. Five dimensions are identified but, according to students’ perceptions, there were two constructs that stood out the most: “effort and self-improvement’” and ‘”social commitment and thoughtfulness.” We find that variables such as expectations about the future and perceptions about schools explain the dissimilar ideas of excellence shared by students. This research gives voice to students on a current topic of the educational agenda –the concept of excellence– and invites researchers to re-think this construct from perspectives other than academic achievements
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