Increased learning or GPA inflation? Evidence from GPA-based university admission in Chile

Fajnzylber, Eduardo; Lara, Bernardo; León, Tomás

doi:10.1016/j.econedurev.2019.05.009

Cited by 12 publications

(14 citation statements)

References 9 publications

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“…It has also been observed that students with the same high school score average can have dissimilar rankings, thus affecting the validity of this selection variable. Furthermore, for a certain type of school, an increase in high school scores was observed that could not be explained by increased learning from the students, which to some extent distorts the calculation of ranking among them (Fajnzylber et al, 2018).…”

Section: Admission Systems To Higher Education and Equitymentioning

confidence: 92%

Can higher education admission be more equitable? Evidence supporting the inclusion of relative ranking in the process

Mardones

Campos-Requena

2020

Economic Research-Ekonomska Istraživanja

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Many higher education systems require students to take admission exams, which are considered good predictors of academic performance. However, in Latin America, their use has been criticised for promoting socioeconomic segregation and favouring students of higher socioeconomic levels. This research complements the higher education admission process by using alternative measures of relative performance that promote greater equity in the system and allow access to higher education for more vulnerable sectors. A longitudinal study of students in Chile taking the University Selection Test (P.S.U.) and estimations of ordinary least squares (O.L.S.) in two stages were conducted. We found that the use of new measures of performance allows those more vulnerable students from public schools to reach equal and/ or superior levels of relative performance than their peers from private schools. The practical implications of this research relate to recognising that good students can also attend public schools and that those students who have the capability can enter higher education, independent of their economic situations.

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Section: Admission Systems To Higher Education and Equitymentioning

confidence: 92%

Can higher education admission be more equitable? Evidence supporting the inclusion of relative ranking in the process

Mardones

Campos-Requena

2020

Economic Research-Ekonomska Istraživanja

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“…Although several studies have sought to specifically analyze the effect of these policies (Fajnzylber et al 2018;Bernasconi 2019a;Treviño et al 2014), there are no global estimations of dynamic trends and segregation patterns in higher education.…”

Section: Higher Education In Chilementioning

confidence: 99%

“…For these reasons, the analysis of the processes of social inclusion in higher education is a topic of growing interest. Some research has been carried out over the last decade to analyze this phenomena in Chile, studying the access gaps according to socioeconomic level (Espinoza and González 2013), the effect of financing and selection policies on educational inclusion (Bernasconi 2019a;Fajnzylber et al 2018), the mechanisms of inclusion implemented by higher education institutions and the government (Villalobos et al 2017;Santelices et al 2018) and the distribution of students in the institutions according to different socioeconomic variables (Villalobos et al 2020). However, until now, there have been no studies on the magnitude, evolution and decomposition of socioeconomic segregation in Chilean higher education, themes that constitute the main objective of this work.…”

Section: Introductionmentioning

confidence: 99%

Socioeconomic Segregation in Higher Education: Evidence for Chile (2009–2017)

et al. 2021

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This paper was the first to analyze the magnitude, temporal evolution, and decomposition of socioeconomic segregation in Chilean higher education, over the period 2009 to 2017, in which relevant policies aimed at strengthening inclusion and equity in the system were introduced. Two segregation indices, the dissimilarity index and the square root index, are used to meet these objectives. The results show high and persistent segregation for high socioeconomic status students, in contrast to the moderate and decreasing segregation levels seen in the low and middle socioeconomic groups. Besides, the decomposition exercise posits the universities as the focus of segregation in this system, where both the institution and the degree program constitute relevant factors in understanding the unequal distribution of high socioeconomic status students. These results invite an in-depth look at the mechanisms that hinder social integration in this area, with a particular emphasis on the segregation of the highest socioeconomic status students, whose place in this system promotes their academic and social differentiation.

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“…The scores from this test are a significant contributing factor to the undergraduate programs future students may apply to across a consortium of 41 state and privately-owned Chilean universities. Though fluctuating between 460 and 822 points, the national average usually hovers around 500 points (SD ¼ 110;Fajnzylber, Lara, & Tomás León, 2018). University programs impose limits on class size and admit students on a highest score, first-served basis; as a result, it is not uncommon for minimal score differences to bar entry to more competitive programs.…”

Section: The Research Context: the Psu And Its Main Phasesmentioning

confidence: 99%

Don’t Stress Me Now: Assessing the Regulatory Impact of Face-to-Face and Online Feedback Prosociality on Stress During an Important Life Event

Rodríguez-Hidalgo

Tan

Verlegh

et al. 2020

Journal of Computer-Mediated Communication

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This study investigates the interplay between online and face-to-face (FtF) feedback on stress during an important life event. We present data on a two-month, six-wave longitudinal study of 468 Chilean adolescents across three important stages of a competitive national university selection test (Prueba de Selección Universitaria [PSU]) to assess longitudinal and reciprocal relationships. Random intercept cross-lagged panel models (RI-CLPM) showed that online feedback had a small effect in decreasing stress during the three short-termed waves, before and after the three main events of the test: test taking, test scores, and final selection. No intrapersonal effects were found for FtF feedback on stress, and vice versa. At the interpersonal level, only feedback variables were related. Results suggest that prosocial replies on social media may slightly help to downregulate stress from important life events at the intrapersonal level, an effect which appears to be short-lived (e.g., only a few days), rather than long-lived (e.g., three weeks).

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Increased learning or GPA inflation? Evidence from GPA-based university admission in Chile

Cited by 12 publications

References 9 publications

Can higher education admission be more equitable? Evidence supporting the inclusion of relative ranking in the process

Can higher education admission be more equitable? Evidence supporting the inclusion of relative ranking in the process

Socioeconomic Segregation in Higher Education: Evidence for Chile (2009–2017)

Don’t Stress Me Now: Assessing the Regulatory Impact of Face-to-Face and Online Feedback Prosociality on Stress During an Important Life Event

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