Inclusive Schools in the Context of Social Segregation in the Chilean School System

Authors

  • Iván Ortiz Universidad Alberto Hurtado

DOI:

https://doi.org/10.31619/caledu.n42.53

Keywords:

social segregation, equity in education, learning outcomes, peer effect

Abstract

This study provides new evidence of the compositional effects of schools on student learning. First, it tries to find out to what extent, despite the social segregation of the Chilean school system, there are inclusive schools. Comparisons are made of inclusive and segregated schools on some general characteristics and for the mathematics learning opportunities offered to students. Second, the performance of students on the mathematics test PISA 2012 is analyzed; inclusive and segregated schools are compared, considering their social diversity. The results show that 23% of 15 year olds attend inclusive schools. In these schools, students from lower socioeconomic levels score higher than predicted given their socio-cultural backgrounds; the opposite occurs with students from higher socioeconomic levels. The segregated and inclusive institutions differ in regards to the mathematics learning opportunities offered to students.

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Published

2018-03-12

Issue

No. 42 (2015): Revista Calidad en la Educación

Section

RESEARCH PAPERS

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