Winners and losers of school choice: Evidence from Rio de Janeiro, Brazil and Santiago, Chile

Alvés, Fátima; Elacqua, Gregory; Koslinki, Mariane; Martínez, Matias; Santos, Humberto; Urbina, Daniela

doi:10.1016/j.ijedudev.2014.12.004

Cited by 29 publications

(20 citation statements)

References 29 publications

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“…Maps in Figure 5 show that inequality follow a clear pattern of segregation represented by an isolated cluster of higher developed municipalities located at the northeastern part of the city. Spatial segregation may act as a mechanism that reinforces income inequalities by spatially clustering the lower income population in areas with lower access to human development assets, such as education [69], health [70] and housing [71]. This suggests that the neoliberal model prevailing in Chile is limiting the access to development assets (e.g., private health, and higher education) for lower income sectors [66,72].…”

Section: Discussionmentioning

confidence: 99%

Breaking Resilient Patterns of Inequality in Santiago de Chile: Challenges to Navigate towards a More Sustainable City

2016

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Abstract:Resilience can have desirable and undesirable consequences. Thus, resilience should not be viewed as a normative desirable goal, but as a descriptor of complex systems dynamics. From this perspective, we apply resilience thinking concepts to assess the dynamics of inequality, spatial segregation, and sustainability in Chile's capital city of Santiago. Chile's economy boosted since democracy was restored in 1990, but continuity of neoliberal reforms and transformations of Pinochet's dictatorship (1973)(1974)(1975)(1976)(1977)(1978)(1979)(1980)(1981)(1982)(1983)(1984)(1985)(1986)(1987)(1988)(1989)(1990) seem to have locked Chilean cities in resilient, albeit unsustainable, patterns of uneven development. Socio-economic data from Santiago shows highly resilient patterns of urban inequality and segregation from 1992 to 2009 despite democratic efforts, political agendas and discourses packed with calls for reducing poverty and inequality. We present a conceptual model based on the notion of stability landscapes to explore potential trade-offs between resilience and sustainable development. We mapped Santiago's spatio-temporal inequality trends and explored if these patterns support an inequality-resilience stability landscape. Analysis of temporal and spatial distribution of development assets across four human development dimensions (i.e., income, education, health, democracy) revealed potential socio-political and spatial feedbacks supporting the resilience of inequality and segregation in Santiago. We argue that urban sustainability may require breaking this resilience, a process where bottom-up stressors such as social movements could play a key role.

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Section: Discussionmentioning

confidence: 99%

Breaking Resilient Patterns of Inequality in Santiago de Chile: Challenges to Navigate towards a More Sustainable City

2016

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“…In Chile, students who enrolled in private secondary schools had higher probabilities of completing secondary school than students enrolled at public schools following the implementation of a national voucher program, and these benefits were net of additional advantages derived from higher socioeconomic status (Torche 2005). A separate study of the voucher program in Chile and a similar program in Brazil found that disadvantaged families were less likely to use vouchers to choose a higher achieving school, contributing to the processes of widening inequality (Alves et al 2015). The advantages of private school enrollment were based, in part, on selection effects as private schools attracted higher status students and were able to use their own admission standards to admit higher performing students in contrast to public schools which were required to accept all students.…”

Section: Inequality Of Educational Opportunitymentioning

confidence: 99%

De Facto Privatization and Inequalities in Educational Opportunity in the Transition to Secondary School in Rural Malawi

Grant

2017

Social Forces

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There has been a recent, rapid de facto privatization of education in many African countries, as the number of private secondary schools operating in the region grew. The majority of these schools are “low-cost” private schools where tuition and fees are set as low as possible to cover operating costs and still generate profit. Proponents of low-cost private schools argue that these schools have proliferated in impoverished areas to meet unmet demand for access to education and where private schools may offer better quality than locally available public schools. Theories of inequality of educational opportunity suggest that if private schools offer better quality education, students from more advantaged families will be more likely to enroll at these institutions, potentially exacerbating educational inequality in the region. This analysis uses data from a school-based longitudinal survey, the Malawi Schooling and Adolescent Study, to examine socio-economic inequalities in the transition to secondary school and on-time enrollment in upper secondary. My findings indicate that youth from non-poor households are not only more likely to enroll in secondary school than poor youth, but they are also more likely to substitute enrollment in private schools for enrollment in second-tier government schools. Enrollment at private schools, however, does not yield schooling advantages; relative to both tiers of government secondary schooling, students who initially enrolled at private schools were the least likely to enroll on time in upper secondary school. These patterns suggest that these schooling circumstances may yield less segregation of opportunity than might otherwise be assumed.

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“…Como resultado de las reformas, hubo un crecimiento impresionante de los colegios subvencionados. En 2010, el 52% de los colegios eran subvencionados, 8% eran particulares y 40%, municipales (Alves et al, 2015). La creación del sector subvencionado, más la ampliación de la educación municipal o 126 | mayo 2016 | pp.…”

Section: Padres Colegios Y Desigualdadunclassified

Educar a niñas y niños de clase media en Santiago: capital cultural y segregación socioterritorial en la formación de mercados locales de educación

Stillerman

2016

EURE (Santiago)

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issn impreso 0250-7161 | issn digital resumen | Muchos investigadores han estudiado en forma paralela la segregación residencial y la educacional, sin considerar cómo se relacionan ambos procesos. Este artículo explora la forma en que los padres de clase media eligen colegios en Ñuñoa y La Florida (Santiago, Chile). Ñuñoa es una comuna de clase media alta con una gran dotación de colegios particulares pagados; La Florida, en tanto, contiene una clase media de formación más reciente, una tasa de pobreza más alta y una gran cantidad de colegios subvencionados. Este artículo, basado en entrevistas semiestructuradas con 77 padres, revela que, en Ñuñoa, los padres eligen entre colegios particulares pagados y descartan la opción de enviar a sus hijos a colegios municipales o subvencionados. Al contrario, los padres de La Florida eligen colegios subvencionados como una forma de evitar los peligros que perciben en los colegios municipales. Estos resultados tienen significativas implicancias para los debates sobre la segregación residencial y educacional.palabras clave | capital cultural, cultura urbana, segregación. abstract | Many researchers have studied residential and educational segregation processes without considering the relationship between them. This article explores how middle class parents select schools in the municipalities of Ñuñoa and La Florida (Santiago, Chile

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Winners and losers of school choice: Evidence from Rio de Janeiro, Brazil and Santiago, Chile

Cited by 29 publications

References 29 publications

Breaking Resilient Patterns of Inequality in Santiago de Chile: Challenges to Navigate towards a More Sustainable City

Breaking Resilient Patterns of Inequality in Santiago de Chile: Challenges to Navigate towards a More Sustainable City

De Facto Privatization and Inequalities in Educational Opportunity in the Transition to Secondary School in Rural Malawi

Educar a niñas y niños de clase media en Santiago: capital cultural y segregación socioterritorial en la formación de mercados locales de educación

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