Browsing by Author "Gutiérrez Cofre, Gabriel Jesús"

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    Is it socioeconomic or academic? Disentangling sources of peer effects on student achievement
    (Routledge, part of the Taylor & Francis Group, ) Gutiérrez Cofre, Gabriel Jesús
    Studies regarding school composition have been highly influential in the design of policies. However, methodological and conceptual controversies have hindered the emergence of a consensus on the existence, size, and direction of peer effects. Drawing on four cohorts of Chilean students (n = 620,044), this work analyses the extent to which the socioeconomic and academic classmates’ characteristics are associated with student attainment. The findings suggest a positive medium- to low-magnitude effect of increases in the peers’ academic performance. At the same time, there are almost no effects associated with changes in the classmates’ socioeconomic status. These findings are stable across school types and are not driven by the sorting of students within them. The results are interpreted in the context of a new nationwide reform aiming to foster school integration and taking advantage of peer effects interaction.
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    Re-examining the functioning of educational markets: Does the private-subsidised sector contribute to school diversification?
    (2024) Gutiérrez Cofre, Gabriel Jesús; Carrasco Rozas, Alejandro Javier; UC
    This article offers new empirical evidence regarding the limits of the premises of educational privatisation policies. Educational markets rely on the assumption that private participation has the potential to boost school diversification and open new educational opportunities for students from disadvantaged backgrounds. Using a fresh empirical approach, we draw on the Chilean case to investigate this rationale, which remains a controversial issue in the global educational discussion regarding privatisation. We examine the assumption of diversification by analysing three aspects: the attributes used by private subsidised schools to position themselves in the educational market (‘Value Proposition’), the extent to which they embody these stated attributes and the alignment between them and parental preferences. Based on surveys and administrative records, our findings suggest that although schools display clear identities to position themselves in the educational market, there is also a mismatch between what some types of schools offer and what families receive. Our data also reveal a high level of social stratification between school types which cannot only be explained based on parental preferences or school admissions. We interpret the unfulfilled promise of diversification as a failure in the privatisation process. Based on these findings, we discuss the policy-related factors of incoherent and unequal diversification in the Chilean educational system.
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    School Segregation across the World: Has any progress been made in reducing the separation of the rich from the poor?
    (2020) Gutiérrez Cofre, Gabriel Jesús; Jerrim, John; Torres, Rodrigo
    The segregation of secondary school students into different schools has important implications for educational inequality, social cohesion and intergenerational mobility. Previous research has demonstrated how between-school segregation varies significantly across countries, with high levels of segregation occurring in central European nations that ‘track’ children into different schools and much lower levels in Scandinavia. This paper contributes to this literature by examining whether industrialised countries have made any progress in reducing levels of between-school segregation over time. Using six waves of data from the Programme for International student Assessment (PISA), this work shows how the segregation of rich and poor students has remained broadlyunchanged across OECD countries. This is despite major economic and political events occurring during this period, along with the introduction of numerous policy initiatives designed to reduce socioeconomic gaps. Therefore, the conclusions indicate that structural factors are likely to be the main drivers of between-school segregation (e.g.neighbourhood segregation or long-standing school admission policies) and that education policymakers may need to be much more radical if they are to foster greater levels of integration between the rich and the poor.