Browsing by Author "Valenzuela, Juan Pablo"
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- ItemAgrupamiento 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
- ItemEffects 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 ErnestoThis 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.
- ItemOver-estimating the effects of teacher attributes on school performance in the Chilean education system(2015) Toledo Román, Gabriela Alejandra; Valenzuela, Juan Pablo
- ItemPercepciones 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 LuisaSe 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.
- ItemSegregation of Indigenous Students in the Chilean School System(Springer, 2023) Treviño, Ernesto; Valenzuela, Juan Pablo; Villalobos, CristóbalSchool 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).
- ItemSocioeconomic Segregation in Higher Education: Evidence for Chile (2009–2017)(2023) Kuzmanic, Danilo; Valenzuela, Juan Pablo; Villalobos, Cristóbal; Quaresma, María LuisaThis 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.
- ItemWithin-school segregation in the Chilean school system: What factors explain it? How efficient is this practice for fostering student achievement and equity?(2016) Treviño Villarreal, Juan Ernesto; Valenzuela, Juan Pablo; Villalobos, Cristóbal