Browsing by Author "Kuzmanic, Danilo"

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    Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness
    (2024) Kuzmanic, Danilo; Meneses, Francisco; Valenzuela. Juan Pablo; Rodríguez, Patricio; Claro, Susana
    The COVID-19 pandemic-associated learning losses were unequal across school subjects and sociodemographic groups. This study posits that these losses are also heterogeneous based on pre-pandemic school effectiveness, that is, the value schools added above the expected students’ learning based on their socioeconomic background. Using national-scale standardized mathematics and reading test scores, we compared learning losses between 2013–2018 (pre-pandemic) and 2022 at the school level in Chile and examined how they varied according to an indicator of schools’ pre-pandemic effectiveness. Schools with high effectiveness underwent the highest pandemic-driven losses, especially in mathematics. These losses were more pronounced as schools reopened later and students’ post-pandemic attendance decreased. Educational policies should adjust to this heterogeneity. While high-vulnerability, high-effectiveness schools require support to mitigate the pandemic’s effects, low-effectiveness schools must enhance their capacity to foster student learning beyond these impacts.
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    Percepciones Sociales de los Estudiantes de Educación Superior de Élite: un estudio del caso Chileno
    (2022) Villalobos Dintrans, Cristóbal Alejandro; Kuzmanic, Danilo; Valenzuela, Juan Pablo; Quaresma, María Luisa
    Se estudian las percepciones sobre el ingreso a la universidad, el esfuerzo, la meritocracia y las desigualdades sociales en los estudiantes de 8 instituciones de educación superior de élite en Chile. Usando las 1.773 respuestas de un cuestionario aplicado a una muestra estratificada de estudiantes de estas instituciones, se estiman modelos de regresión que controlan las diferencias entre grupos socioeconómicos, tipos de universidad y tiempo de estadía en la institución. Los resultados muestran que es el tipo de universidad el principal eje de diferenciación en estas percepciones, siendo los estudiantes de universidades tradicionales más escépticos de la meritocracia y las explicaciones individualistas que sus pares de universidades privadas emergentes. Además, existe una relativa homogeneidad dentro de cada tipo de universidad, salvo en aquellos ítems relacionados con el ingreso a la universidad. A raíz de esto se concluye que los diferentes tipos de instituciones de élite son una distinción relevante para comprender la diversidad de percepciones que existe entre los que transitan por estos espacios de significativa influencia a nivel nacional.
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    Reproduction of academic and socioeconomic segregation in the transition to postsecondary education: A new approach
    (Policy Press, 2022) Kuzmanic, Danilo; Valenzuela, Juan Pablo; Villalobos, Cristobal; Quaresma, Maria Luisa
    Highly massified and differentiated postsecondary education systems tend to replicate the stratification and social segregation of previous educational levels, thus maintaining social inequity in their access. In this regard, gaps in academic test scores are frequently perceived to be a fundamental transmission channel of socioeconomic segregation from secondary to postsecondary education. Within this framework, the purpose of this study is to analyze whether and to what degree socioeconomic segregation is reproduced in the transition from secondary to postsecondary education and how much of the socioeconomic segregation is related to academic segregation in the latter. Using a modified Dissimilarity Index to quantify the segregation of three Chilean cohorts, we find that, unlike in secondary education, academic performance is more decisive than socioeconomic background in the distribution of students in postsecondary education, with a notable reduction in the socioeconomic segregation levels in the transition to the latter. However, using a pioneering approach, we also find that less than half of the socioeconomic segregation in postsecondary education is related to academic sorting, suggesting that factors other than academic admission criteria are more relevant in explaining unequal distribution of students from different socioeconomic background in postsecondary education.