Socioeconomic segregation between and within curriculum tracking

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dc.contributor.authorSevilla, Maria Paola
dc.contributor.authorTrevino, Ernesto
dc.date.accessioned2025-01-20T22:06:19Z
dc.date.available2025-01-20T22:06:19Z
dc.date.issued2021
dc.description.abstractPrevious studies have documented social segregation for single types of tracking, but little previous research has compared levels of segregation across different institutional tracking arrangements. This paper uses extensive administrative data of the Chilean educational system to estimate the magnitude and evolution of socioeconomic segregation between- and within-school curriculum tracking. Results indicate that the unequal distribution of students by socioeconomic status between tracks narrows when tracking takes place within schools, mainly in the presence of market incentives that lead schools to focus on particular student populations.
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.ijedudev.2021.102493
dc.identifier.eissn1873-4871
dc.identifier.issn0738-0593
dc.identifier.urihttps://doi.org/10.1016/j.ijedudev.2021.102493
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/94203
dc.identifier.wosidWOS:001228641800001
dc.language.isoen
dc.revistaInternational journal of educational development
dc.rightsacceso restringido
dc.subjectVocational education
dc.subjectSegregation
dc.subjectChile
dc.subjectCurriculum tracking
dc.titleSocioeconomic segregation between and within curriculum tracking
dc.typeartículo
dc.volumen87
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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