Browsing by Author "Wyman, Ignacio"

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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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    CCTs and conditionalities: An exploratory analysis of not meeting conditional cash transfer conditionalities in Chile’s Families Programme
    (2019) Reininger, Tal; Villalobos, Cristobal; Wyman, Ignacio
    Since the mid-1990s, conditional cash transfer programmes have rapidly proliferated in Latin America, although little research has examined the characteristics of families who do not meet programme conditionalities. In order to contribute to this gap in knowledge, this study sought to identify the individual, family and programme variables associated with not meeting conditionalities of Chile’s CCT.The study found that certain variables related to family vulnerability were associated with not meeting conditionalities. These findings uncover an important contradiction in Chile’s CCT programme, since while seeking to guarantee social inclusion the programme may in fact be contributing to greater exclusion. 
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    Composición del alumnado en escuelas chilenas: un análisis multidimensional sobre la diversidad del sistema escolar
    (2020) Villalobos Dintrans, Cristóbal Alejandro; Ramírez, Paz; Infante, Isabel; Wyman, Ignacio
    La investigación analiza la composición del alumnado de los establecimientos educacionales chilenos desde una perspectiva multidimensional, considerando la dimensión socioeconómica, sociocultural y académica del fenómeno. Utilizando datos secundarios, se categoriza a los establecimientos según el grado de homogeneidad o heterogeneidad en once variables. Adicionalmente, se realiza un Análisis de Correspondencias Múltiples (ACM) que permite analizar la relación entre las distintas variables. Los resultados muestran cuatro perfiles de establecimientos escolares diferenciados. Tres de estos perfiles tienden a tener una composición homogénea con niveles distintos de capital socioeconómico y cultural (alto, medio y bajo), mientras que un cuarto grupo presenta altos niveles de heterogeneidad
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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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    Family Trajectories and Terminations in Conditional Cash Transfer Programs: The Case of Chile's Ethical Family Wage Program
    (2018) Reininger, Tal; Villalobos, Cristobal; Wyman, Ignacio
    On an international scale, conditional cash transfer (CCT) programs have rapidly expanded. Since their boom in the 1990s newer modalities have emerged, incorporating some innovative components. The following study sought to examine one particular CCT program heralded as innovative due to its psychosocial and socio employment accompaniment components: Chile's Ethical Family Wage program. Utilizing administrative data from the Ministry of Social Development this exploratory study sought to examine family trajectories in the program with a particular focus on those families who were terminated from the program due to not meeting conditionalities. Findings from the study indicate that the program deviates sharply from its theoretical implementation. Furthermore, the probabilities of program termination increased in those families headed by younger adults, female and single-headed households, households with higher levels of education as well as larger families. However, a greater number of children decreased the probabilities of program termination as was homeownership. Implications of the findings for policy and practice are discussed.
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    International large-scale assessment and citizenship. Exploring the relationship between politics and ICSS in Chile (2009-2016)
    (2020) Villalobos D., Cristóbal; Wyman, Ignacio; Treviño Villarreal, Juan Ernesto
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    Social justice debate and college access in Latin America: merit or need? The role of educational institutions and states in broadening access to higher education in the region
    (2017) Villalobos D., Cristóbal; Treviño Villarreal, Juan Ernesto; Wyman, Ignacio; Scheele, Judith
    During the first decade of the 21st century, Latin America experienced an intense economic growth that increased access in the school system. In this context, the paper analyzes four different programs from Bolivia (Intercultural Community Indigenous Universities), Brazil (Quotas´ Law), Chile (Follow up and Effective Access to Higher Education Program) and Ecuador (Scholarship Program based on Quotas) aimed at improving the participation of marginalized students in the university from three different perspectives. First, conceptually, the paper analyzes the governance of these programs in terms of what are the institutional arrangements that define who is responsible for solving this source of inequality in higher education. Second, the study looks at the concepts of equality, fairness, merit, need and diversity behind the different initiatives presented, using the social justice debate. Thirdly, the paper uses the framework of analysis of different types of access programs to study the scope, components and arrangements of the policies. The results show a high level of heterogeneity in the characteristics and focuses of the programs, which allows to deepen the discussion on the role of access to higher education in the region.