Equity and Higher Education Access in Chile: The High School Ranking Admission Policy Results from the Perspective of Its Program Theory

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dc.article.number101399
dc.contributor.authorCatalán Avendaño, Ximena
dc.contributor.authorSantelices Etchegaray, María Verónica
dc.contributor.authorHorn, Catherine
dc.date.accessioned2024-12-01T07:00:09Z
dc.date.available2024-12-01T07:00:09Z
dc.date.issued2024
dc.description.abstractThe 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.
dc.description.funderANID
dc.description.funderNational Agency for Research and Development
dc.description.funderFondecyt
dc.format.extent11 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1057/s41307-024-00349-0
dc.identifier.eissn1740-3863
dc.identifier.issn0952-8733
dc.identifier.scopusidSCOPUS_ID:85204552492
dc.identifier.urihttps://doi.org/10.1057/s41307-024-00349-0
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88699
dc.identifier.wosidWOS:001318203800001
dc.information.autorucFacultad de Educación; Catalán Avendaño, Ximena ; 0000-0003-1408-7621; 143629
dc.information.autorucFacultad de Educación; Santelices Etchegaray, María Verónica; 0000-0002-9659-8670; 83849
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final180
dc.pagina.inicio163
dc.publisherSpringer Science and Business Media B.V.
dc.revistaHigher Education Policy
dc.rightsacceso restringido
dc.subjectCollege admission
dc.subjectHigh school ranking
dc.subjectHigher education access
dc.subjectProgram theory
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.ods10 Reduced inequalities
dc.subject.odspa04 Educación de calidad
dc.subject.odspa10 Reducción de las desigualdades
dc.titleEquity and Higher Education Access in Chile: The High School Ranking Admission Policy Results from the Perspective of Its Program Theory
dc.typeartículo
dc.volumen83
sipa.codpersvinculados143629
sipa.codpersvinculados83849
sipa.indexScopus
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;01-12-2024
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