Quality Assurance in Chile's Municipal Schools: Facing the Challenge of Assuring and Improving Quality in Low Performing Schools

Ahumada, Luis; Montecinos, Carmen; González, Álvaro Fernández

doi:10.5772/35546

Cited by 5 publications

(1 citation statement)

References 22 publications

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“…After the dictatorship, throughout the 1990s, the goal was to regulate the educational market and support schools and teachers through a series of policies that did not challenge the underlying assumptions of marketization. These policies improved issues such as infrastructure and available resources for municipal and private-subsidized schools, but there were no significant gains in educational outcomes as the system continued to reproduce its structural segregation (Ahumada et al , 2012; Osses et al , 2015; Román and Murillo, 2012). A persistent discontent emerged from students and the civil society in the first decade of the 2000s, having a direct impact on the media and the public agenda for education (Fuentes, 2006; Pedreira Elizalde, 2014; Pitton, 2012).…”

Section: Introductionmentioning

confidence: 99%

Promoting collaboration in a competitive context: school improvement networks in Chile

Pino-Yancovic

Parrao

Ahumada

et al. 2019

JEA

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Purpose Chile has developed the school improvement networks (SINs) strategy to support the work of school leaders. The purpose of this paper is to analyze the functioning and effect of the SINs strategy as perceived by principals and curriculum coordinators across the country. Design/methodology/approach An adapted version of the Educational Collaborative Network Questionnaire was applied to a sample of 1,723 participants from 1,375 schools distributed in 398 networks. Descriptive, factor and sub-group statistical analyses by school performance categories and by different roles within these schools and networks are presented. Findings Results indicate that school leaders perceive SINs as an opportunity to work effectively in shared projects that can later be implemented in their own schools. Participants indicate that they can share knowledge in their networks and use it to solve problems in their own schools, which is especially relevant for secondary school leaders who work in difficult circumstances. Results suggest that it is important to facilitate greater autonomy for school leaders in their networks, especially regarding decision making about network goals and activities that are more significant to their contexts. Originality/value This is a national study of a recent school improvement strategy, which provides evidence, from the perspective of school leaders, of its strengths and improvement areas. This study shows that despite being in a competitive context, principals and curriculum coordinators value the opportunities to learn from and with others. These results can be of value for other contexts attempting to promote school networks as a means for school and system improvement.

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Section: Introductionmentioning

confidence: 99%

Promoting collaboration in a competitive context: school improvement networks in Chile

Pino-Yancovic

Parrao

Ahumada

et al. 2019

JEA

Self Cite

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How are the ‘losers’ of the school accountability system constructed in Chile, the USA and England?

Muñoz-Chereau

González

Meyers

2020

Compare: A Journal of Comparative and International Education

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Performance-based accountability systems that rank schools based on their effectiveness produce 'winners' and 'losers'. Substantial evidence has pointed to the (side)effects of these classifications, particularly in the most disadvantaged communities. Whilst previous studies have compared schools under different effectiveness categories within and between countries, this qualitative study takes a cross-case comparison approach to analyse education policies, grey literature and previous research evidence to explore the mechanisms that construct 'failing' schools in three notable high-stakes accountability systems worldwide: Chile, the USA and England. After describing (1) the identification and classification of 'failing' schools; (2) the instruments used to justify these classifications; and (3) who make these judgements, we conclude that the construction of 'failing' schools serves the competition and differentiation required for maintaining neoliberal hierarchical and unequal market-oriented regimes. Instead of disciplining only 'failing' schools, these labels also provide a caution for the whole school system.

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Disjunctive belongings and the utopia of intimacy: violence, love and friendship among poor urban youth in neoliberal Chile

Risør

Pérez

2018

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Quality Assurance in Chile's Municipal Schools: Facing the Challenge of Assuring and Improving Quality in Low Performing Schools

Cited by 5 publications

References 22 publications

Promoting collaboration in a competitive context: school improvement networks in Chile

Promoting collaboration in a competitive context: school improvement networks in Chile

How are the ‘losers’ of the school accountability system constructed in Chile, the USA and England?

Disjunctive belongings and the utopia of intimacy: violence, love and friendship among poor urban youth in neoliberal Chile

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