Factors associated with the quality of education in Chile

Abstract

Para ello se han empleado datos para el período comprendido entre el año 2005 y 2014. Se estima un modelo de regresión múltiple con introducción por pasos. Como variable endógena se ha utilizado el promedio del puntaje SIMCE de lectura y matemática de cada colegio, y como variables exógenas distintas variables de naturaleza socioeconómica e institucional. Los resultados concluyeron que el factor que eleva el puntaje SIMCE es el porcentaje de alumnos con internet en el hogar, se observó que el porcentaje de alumnos repetidores disminuye el puntaje SIMCE y que el grupo socioeconómico de procedencia es un factor clave para el desempeño académico de los estudiantes. A la vista de los resultados se puede concluir que el acceso a una educación de calidad está supeditada al poder socioeconómico de las familias. Palabras clave: grupo socioeconómico; nivel de escolaridad; calidad de la educación.

School Greenness and Student‐Level Academic Performance: Evidence From the Global South

“…Considering the growing evidence on the benefits of school greenspace on student's health and academic performance, and given the substantial amount of time that children spend in school settings, greening interventions in and around schools might help in reducing disparities in access to and time spent in green spaces, as well as disparities in educational outcomes. This is especially relevant in the context of our study area, where persistent socioeconomic inequalities in the educational system have been extensively documented (Barahona et al, 2018;Meckes & Carrasco, 2010;Mizala & Torche, 2012). More so, increased vegetation around schools would bring additional benefits to the broader school community and neighboring communities, helping narrow neighborhood-level inequalities in greenspace access as well.…”

“…The environment where students spend time impacts the way they learn and can have present and future impacts on health and quality of life (Hahn & Truman, 2015 ). Traditionally, the main focus of research on the factors that influence academic performance in elementary‐aged children has been placed on socioeconomic and contextual factors of schools and students, such as school infrastructure, teacher training, household income, and educational attainment of parents (Banerjee, 2016 ; Barahona et al., 2018 ; Mizala & Torche, 2012 ; Valenzuela et al., 2014 ). However, the physical environment of schools can influence student health and psychological state, modify their behaviors, and therefore, impact their academic outcomes (Tanner, 2009 ).…”

“…A potential source of the variation in the observed associations is that ecological studies at the school level are unable to adequately control for individual attributes and contextual factors, given that cultural and socioeconomic backgrounds of students can modify the observed association between greenspace exposure and academic outcomes (Browning & Rigolon, 2019). The influence of students' characteristics and socioeconomic backgrounds on academic performance is well documented in the literature (Banerjee, 2016;Barahona et al, 2018;Mizala & Torche, 2012;Valenzuela et al, 2014). Nevertheless, few studies using individual-level data are available to date.…”

Formar Profesores de Educación Física para la Justicia Social: Efectos del Aprendizaje-Servicio en Estudiantes Chilenos y Españoles

“…Asimismo, diferentes estudios (Chavez y Flores, 2017;Duk y Murillo, 2019;Silva-Peña, 2020;Valenzuela, Bellei y De Los Ríos, 2014) han sido categóricos a la hora de indicar que el sistema educativo chileno tiene severos problemas de segregación (en términos socioeconómicos, culturales, étnicos, etc.). De hecho, además de ofrecer casi nulas posibilidades de movilidad social (Castillo, 2016), no otorga a los sectores con menores ingresos de la población la posibilidad de acceder a centros educativos con estándares elevados de calidad (Barahona, Veres y Barahona, 2018).…”