Within-school segregation in the Chilean school system: What factors explain it? How efficient is this practice for fostering student achievement and equity?

Treviño, Ernesto; Valenzuela, Juan Pablo; Villalobos, Cristóbal

doi:10.1016/j.lindif.2016.08.021

Cited by 28 publications

(16 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding the last point, the Chilean’s education system is harshly criticized due to the privatization of schools, the voucher system based on average attendance, the creation of incentives and penalties for schools and teachers [37]. These characteristics increase the inequality among students, which initially is originated by a well-known socioeconomic status gap.…”

Section: Introductionmentioning

confidence: 99%

Study protocol and rationale of the “Cogni-action project” a cross-sectional and randomized controlled trial about physical activity, brain health, cognition, and educational achievement in schoolchildren

et al. 2019

View full text Add to dashboard Cite

Background Education and health are crucial topics for public policies as both largely determine the future wellbeing of the society. Currently, several studies recognize that physical activity (PA) benefits brain health in children. However, most of these studies have not been carried out in developing countries or lack the transference into the education field. The Cogni-Action Project is divided into two stages, a cross-sectional study and a crossover-randomized trial. The aim of the first part is to establish the associations of PA, sedentarism, and physical fitness with brain structure and function, cognitive performance and academic achievement in Chilean schoolchildren (10–13 years-old). The aim of the second part is to determinate the acute effects of three PA protocols on neuroelectric indices during a working memory and a reading task. Methods PA and sedentarism will be self-reported and objectively-assessed with accelerometers in a representative subsample, whilst physical fitness will be evaluated through the ALPHA fitness test battery. Brain structure and function will be assessed by magnetic resonance imaging (MRI) in a randomized subsample. Cognitive performance will be assessed through the NeuroCognitive Performance Test, and academic achievement by school grades. In the second part 32 adolescents (12–13 year-old) will be cross-over randomized to these condition (i) “Moderate-Intensity Continuous Training” (MICT), (ii) “Cooperative High-Intensity Interval Training” (C-HIIT), and (iii) Sedentary condition. Neuroelectric indices will be measures by electroencephalogram (EEG) and eye-tracking, working memory by n-back task and reading comprehension by a reading task. Discussion The main strength of this project is that, to our knowledge, this is the first study analysing the potential association of PA, sedentarism, and physical fitness on brain structure and function, cognitive performance, and academic achievement in a developing country, which presents an important sociocultural gap. For this purpose, this project will use advanced technologies in neuroimaging (MRI), electrophysiology (EEG), and eye-tracking, as well as objective and quality measurements of several physical and cognitive health outcomes. Trial registration ClinicalTrials.gov identifier: NCT03894241 Date of register: March 28, 2019. Retrospectively Registered. Electronic supplementary material The online version of this article (10.1186/s12887-019-1639-8) contains supplementary material, which is available to authorized users.

show abstract

Section: Introductionmentioning

confidence: 99%

Study protocol and rationale of the “Cogni-action project” a cross-sectional and randomized controlled trial about physical activity, brain health, cognition, and educational achievement in schoolchildren

et al. 2019

View full text Add to dashboard Cite

show abstract

“…As mentioned, the management of heterogeneity within establishments is a practice that has grown more intensely since the 1990s. This is how the research on the frequency or magnitude of this phenomenon and its effects on segregation in Chile show that this type of grouping and selection mechanisms by skill would be very frequent in secondary education (Treviño et al 2016a(Treviño et al , 2017. This literature has shown that within segregation would have a negative impact on quality, equity, and educational efficiency, negatively affecting students mainly of middle groups (Treviño et al 2016a), and high-performance students would benefit from this type of practice, which would not occur with low-and intermediate-performing students, mediated by differentiated teacher assignments, lower expectations for students with more academic difficulties, higher repetition and school withdrawal among these groups of students (Treviño et al 2016a).…”

Section: Factors That Explain School Segregation In Chilementioning

confidence: 99%

School Segregation in Chile

Allende

Díaz

Valenzuela

2017

Global Encyclopedia of Public Administration, Public Policy, and Governance

Self Cite

View full text Add to dashboard Cite

“…Un resultado interesante de la evidencia empírica indica que, contrario a lo que se pudiera pensar, el agrupamiento interno en términos académicos y otros procesos de gestión de la heterogeneidad interna (como la expulsión) no son necesariamente contradictorios, siendo más bien procesos complementarios, que se presentaría a lo largo de todo el ciclo escolar (Treviño et al, 2016). Lo que sería crítico, en un escenario político y social que vuelve la inclusión de las diferencias un ideal necesario para la equidad de los sistemas escolares.…”

Section: Prácticas De Segregación Por Agrupamiento Académicounclassified

La Segregación Invisible: Prácticas Punitivas y de Ordenamiento Académico en Escuelas Chilenas

López¹,

Ortiz²,

Valenzuela³

et al. 2020

REICE

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Within-school segregation in the Chilean school system: What factors explain it? How efficient is this practice for fostering student achievement and equity?

Cited by 28 publications

References 41 publications

Study protocol and rationale of the “Cogni-action project” a cross-sectional and randomized controlled trial about physical activity, brain health, cognition, and educational achievement in schoolchildren

Study protocol and rationale of the “Cogni-action project” a cross-sectional and randomized controlled trial about physical activity, brain health, cognition, and educational achievement in schoolchildren

School Segregation in Chile

La Segregación Invisible: Prácticas Punitivas y de Ordenamiento Académico en Escuelas Chilenas

Contact Info

Product

Resources

About