Browsing by Author "Valenzuela, Juan Pablo"

Now showing 1 - 8 of 8
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    Agrupamiento por habilidad académica en el sistema escolar: nueva evidencia para comprender las desigualdades del sistema educativo chileno
    (2018) Treviño Villarreal, Juan Ernesto; Valenzuela, Juan Pablo; Villalobos, Cristóbal; Bejares, Consuelo; Wyman, Ignacio; Allende, Claudio
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    Effects of Between-Class Ability Grouping on Secondary Students’ Academic Achievement: Quasi-experimental evidence from Chile
    (2023) Allende, Claudio; Díaz, Juan Daniel; Villalobos, Cristóbal; Valenzuela, Juan Pablo; Wyman, Ignacio; Trevino Villarreal, Juan Ernesto
    This study estimates the effect of between-class ability grouping on Chilean secondary students’ academic achievement. We rely on a structural feature of the school system: a considerable number of students who complete primary school must change schools to start their secondary education. Cardinality matching was performed in order to account for confounding variables. Sensitivity analysis was performed to address the fact that differences in unobserved variables could bias our findings. Results show that attending a school that groups students by ability causes a reduction in the average scores obtained in 10th grade of 0.07 sd for lecture and 0.08 sd for mathematics. Students matched by their observed covariates could differ in their odds of attending a school with or without ability grouping by 15% for mathematics and 10% for lecture, without altering our conclusions. Disadvantaged students are the most affected, whereas best-performing students do not benefit from this policy either.
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    Over-estimating the effects of teacher attributes on school performance in the Chilean education system
    (2015) Toledo Román, Gabriela Alejandra; Valenzuela, Juan Pablo
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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.
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    Segregation of Indigenous Students in the Chilean School System
    (Springer, 2023) Treviño, Ernesto; Valenzuela, Juan Pablo; Villalobos, Cristóbal
    School segregation, especially on the basis of socioeconomic, ethnic, or racial characteristics, is one of the fields of greatest interest for the design of public policies in countries with high levels of inequality in educational opportunities and low social mobility, such as Chile (Núñez and Miranda, Estudios De Economía 38:195–221, 2011; OECD. (2010). PISA 2009 Results: What Students Know and Can Do - Student Performance in Reading, Mathematics and Science (Vol. 1): OECD.). This trend has been accentuated in a global context of educational reforms aimed at improving academic performance through standards-based quality assurance systems (often built on the results of standardized national tests) and strengthening the links between productive development and the quality of education (ECLAC. (2010). La hora de la igualdad. Brechas por cerrar, caminos por abrir. Santiago: CEPAL.). The evidence gathered at the international level conclusively shows the direct negative short-, medium-, and long-term effects of school segregation on these objectives (Gorard and Fitz, Research Papers in Education 15:115–132, 2000; Harker, The effects of Student Composition on School Outcomes, Massey University, New Zealand. College of Education, 2004).
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    Socioeconomic Segregation in Higher Education: Evidence for Chile (2009–2017)
    (2023) Kuzmanic Vidal, Danilo Martin; Valenzuela, Juan Pablo; Villalobos, Cristóbal; Quaresma, María Luisa
    This paper was the first to analyze the magnitude, temporal evolution, and decomposition of socioeconomic segregation in Chilean higher education, over the period 2009 to 2017, in which relevant policies aimed at strengthening inclusion and equity in the system were introduced. Two segregation indices, the dissimilarity index and the square root index, are used to meet these objectives. The results show high and persistent segregation for high socioeconomic status students, in contrast to the moderate and decreasing segregation levels seen in the low and middle socioeconomic groups. Besides, the decomposition exercise posits the universities as the focus of segregation in this system, where both the institution and the degree program constitute relevant factors in understanding the unequal distribution of high socioeconomic status students. These results invite an in-depth look at the mechanisms that hinder social integration in this area, with a particular emphasis on the segregation of the highest socioeconomic status students, whose place in this system promotes their academic and social differentiation.
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