The Consequences of Educational Voucher Reform in Chile

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Inter-American Development Bank. This work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed. Terms of use: Documents inAny dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license. In an effort to boost student achievement and reduce income-based gaps, the Chilean government passed the Preferential School Subsidy Law (SEP) in 2008, which altered the nation's 27-year-old universal school-voucher system dramatically. Implementation of SEP increased the value of the school voucher by 50 percent for "priority students", primarily those whose family incomes fell within the bottom 40 percent of the national distribution. To be eligible to accept the higher-valued vouchers from these students, schools were required to waive fees for Priority students and to participate in an accountability system. We addressed these RQs by fitting a sequence of multi-level interrupted time-series regression models, supplemented by other descriptive analyses. We found that:1. On average, student test scores increased markedly and income-based gaps in those scores declined by one-third in the five years after the passage of SEP.2. The combination of in...

Partnering for Grand Challenges: A Review of Organizational Design Considerations in Public–Private Collaborations

“…For instance, given that private firms might neglect vulnerable communities that cannot afford the prices of high-quality services, a potential solution is to transfer monetary resources to those communities so that they can purchase directly -as in the case of vouchers to enroll low-income students in private schools (Hsieh & Urquiola, 2006) or payments to reduce the cost of housing loans or rents (Alvayay & Schwartz, 1997). Yet, governments have also monitored the use of those vouchers to avoid that the private operators will charge higher prices and exclude the most vulnerable families-an outcome that was observed, for instance, in the early implementation of school vouchers in Chile (Murnane, Waldman, Willett, Bos, & Vegas, 2017).…”

Regression discontinuity designs in a latent variable framework.

“…One could expand this path diagram to include a fuzzy RD design with an IV per Figure 1b. Unlike in the 2SLS approach, both stages are estimated simultaneously, with treatment status and the outcome of interest included as dependent variables in the same model (Murnane & Willett, 2010). As the figure shows, there is a path from z i to t i , but no covariance between z i and g i otherwise-a visual representation of the exclusion 2 Given our focus on applied uses of RD designs, we do not present the nonparametric form of the model here.…”

Qué podemos aprender sobre los sistemas educativos latinoamericanos a partir de las pruebas internacionales. Una breve incursión

“…Con datos longitudinales podemos aprender mucho sobre qué insumos escolares contribuyen, por ejemplo, a la ganancia en puntajes o a las tasas de repetición. La existencia de tales datos de estudiantes individuales asociados a las escuelas en algunos estados brasileños y en Chile, por ejemplo, ha permitido a los investigadores estimar los efectos de varias políticas, como las escuelas de jornada completa (Rosa et al, 2022;Bellei, 2009), programas de alfabetización (Carnoy y Costa, 2015), o gastar más en la escolarización de estudiantes de bajos ingresos (Carrasco, 2014;Murnane et al, 2017;Mizala y Torche, 2017).…”

“…Tal vez esto ha hecho que se reduzca intencionalmente la presión por elevar los puntajes en PISA. La explicación de la trayectoria de los puntajes PISA en Argentina es probablemente muy diferente, y Chile sigue muy enfocado a mejorar su sistema educativo tal como es medido por el desempeño en las pruebas nacionales (SIMCE) y en las pruebas internacionales, dando especial atención al desempeño de los estudiantes de bajos ingresos (Carrasco, 2014;Murnane et al, 2017) y a aumentar el gasto en los docentes (Bellei y Vanni, 2015). Posiblemente eso explique la diferencia en estas trayectorias de los puntajes PISA.…”