Creación y evaluación de una metodología no compensatoria para el sistema de rendición de cuentas de los establecimientos educacionales en el contexto chileno
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Date
2019
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Abstract
This research looks over and proposes improvements to Chile’s educational accountability. In this country, since 2016 a new institutionality began to rule, the Ley de Sistema de Aseguramiento de Calidad (Quality Assurance System Law). This new accountability’s system corrects the results according to the context of the schools to support and hold them accountable. This leads to poor performance schools not being supported, since due to their high vulnerability context their score is corrected too much. A first improvement proposal is to perform two different methodologies: One that is used to identify establishments that require support, uncorrected by context, and another methodology that is used to determine establishments that must be held responsible, comparing their educational performance with their expected result according to their context and student composition. Defining a comprehensive means of school quality, with a diverse range of information is complex. The current system uses a weighted average approach, which may mask weaknesses in one dimension by offsetting the measurement with high scores in other dimensions. The second proposal of this research is to use a non-compensatory approach, adapted from Hough, Penner and Witte (2016), that does not use a single quality score, but schools are evaluated independently according to each dimension, following a decision tree. By using information from more than 400 thousand Chilean student per year, we track over 5,000 schools from 2016 to 2018 to compare both approaches based on criteria of reliability, validity and prediction ability. It is noted that the non-compensatory approach performs the same or better in these criteria than the current approach but identifies schools with lower socioeconomic characteristics.
Description
Tesis (Magíster en Ciencias de la Ingeniería)--Pontificia Universidad Católica de Chile, 2019
Keywords
Accountability, Academic achievement, Eduaction, Simce