Browsing by Author "Horn, Catherine"

Now showing 1 - 6 of 6
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    Aggregated Results of Access Programs Implemented by Universities in Chile: Students’ Persistence using a Matched Sample
    (2021) Santelices Etchegaray, María Verónica; Horn, Catherine; Catalán Avendaño, Ximena; Venegas, Alejandra
    During the last ten years, a group of selective universities in Chile has started admission programs to increase equity in higher education that consider the achievement of students in the context of educational opportunities they have had, thus reducing reliance on the national college entrance exam. This study explores persistence rates of students admitted through these programs using matching procedures and inferential analyses; in particular, logistic regressions and hazard models were conducted in a matched sampled based on students´ demographic characteristic. Although results vary slightly depending on the methodology used and the specific period of time under analysis, we observe non-statistically significant differences between students admitted by these programs and matched counterparts. These results are auspicious considering the different academic profile of students enrolled in higher education through equity access programs.
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    Correction to: Aggregated Results of Access Programs Implemented by Universities in Chile: Students’ Persistence using a Matched Sample
    (2021) Santelices Etchegaray, María Verónica; Horn, Catherine; Catalán Avendaño, Ximena; Venegas, Alejandra
    A correction to this paper has been published: https://doi.org/10.1057/s41307-021-00228-y
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    Equidad en la Admisión Universitaria: Teorías De Acción y Resultados
    (2016) Santelices Etchegaray, María Verónica; Horn, Catherine; Catalan, Ximena
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    Equity and Higher Education Access in Chile: The High School Ranking Admission Policy Results from the Perspective of Its Program Theory
    (Springer Science and Business Media B.V., 2024) Catalán Avendaño, Ximena; Santelices Etchegaray, María Verónica; Horn, Catherine
    The High School Ranking (HSR) is an equity admission policy aimed at increasing the enrollment of high-performing students from disadvantaged educational contexts in selective universities in Chile. We evaluate the degree to which the HSR program theory holds by exploring expectations, motivations, and college applications of students from low-performing schools. Using a survey (N = 1.831) and Structural Equation Modeling (SEM), we explore how high school students from low-academic contexts compare to peers from more advantageous settings regarding expectations and academic motivation associated with the HSR policy. Also, using regression discontinuity design (RDD), we analyze whether the reception of the HSR bonus raises the application rates of high-performing students from disadvantaged educational contexts. Our results show that although students from low-performing schools have higher expectations associated with HSR, they have lower levels of academic motivation and perform fewer actions to improve their HSR compared to their pairs from more advantageous school settings. Also, the HSR score bonus is not associated with improving college application rates of high-performing students from low-performing high schools. These results expand previous evidence on HSR using a comprehensive design that unveils the connection between socioeconomic and motivational variables in students’ behaviors, challenging the assumptions of a higher education equity initiative.
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    High School Ranking in University Admissions at a National Level : Theory of Action and Early Results from Chile
    (2018) Santelices Etchegaray, María Verónica; Catalán Avendaño, Ximena; Horn, Catherine; Venegas, Alejandra
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    Information sources and transition to higher education: Students, teachers and school counselors' perspectives
    (ELSEVIER SCI LTD, 2020) Santelices, Maria Veronica; Zarhi, Magdalena; Horn, Catherine; Catalan, Ximena; Ibanez, Alicia
    Despite the increase in higher education enrollment observed in Chile in past decades, there are significant differences among the quality of institutions in which students from different socioeconomic level enroll, and a system-level dropout issue. Initial results from the literature suggest a relationship between high-school advising and enrollment. This research explores students' knowledge about higher education and the role that different actors play in the college-decision making process in Chile using mixed methods approach. Most respondents felt informed about higher education programs but felt only partially informed about financial aid, tuition costs, and labor outcomes. Results should inform policies aiming to increase access and persistence in higher education. Implications for literature on human capital and college-choice are discussed.