School segregation, inequality and trust in institutions: evidence from Santiago

Molina, Andres; Lamb, Stephen

doi:10.1080/03050068.2021.1997025

Cited by 9 publications

(2 citation statements)

References 41 publications

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“…This gap between private and public schools may occur because students from wealthier families and of higher social status tend to attend private schools [14]. In Chile, where it was possible to compare students from public and private schools in similar environments, the advantage of private schools was less pronounced [15,16].…”

Section: Literature Review 21 Determinants Of Access To Higher Educationmentioning

confidence: 99%

Equal Access to University Education in Chile? An Application Using Spatial Heckman Probit Models

et al. 2022

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This study contributes to the debate on accessibility of higher education in Chile, with a special focus on the geospatial dimension of access to university studies. This paper addresses the central question of whether geography (physical distance and neighborhood effects) plays a significant role in determining the accessibility of higher education to students in Chile. We use Heckman probit-type (Heckit) models to adjust for selection during application for higher education—that is, pre-selection among applications to study at university and, ultimately, admission (or denial) to a higher educational institution. Of all high school graduates who took the university selection test (PSU), only 37.9% were able to attend higher education. The results show that the geospatial elements—neighborhood characteristics and distance from the city of Santiago—have a significant local effect on the student’s application and access to Chilean universities. Specifically, the most significant local range for each candidate is 300 neighbors. We also find that, when distance to the capital city increases, the probability of applying to university increases to a threshold of 1400 km, at which point probability begins to decrease.

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Section: Literature Review 21 Determinants Of Access To Higher Educationmentioning

confidence: 99%

Equal Access to University Education in Chile? An Application Using Spatial Heckman Probit Models

et al. 2022

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“…It reduces national and regional social and ethnic cohesion (Danhier 2018; Hewstone et al, 2018). SES-segregated schools are also linked to students’ decreased trust in public and private institutions (Molina and Lamb 2021), and to different experiences of fairness at school (Gorard and Smith 2010, Gorard 2012). SES segregation between schools can also act to deter more qualified teachers from working in heavily disadvantaged schools (Copeland 2018).…”

Section: Why Does Segregation Matter?mentioning

confidence: 99%

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras

Gorard

2023

Research in Education

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This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the Covid-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually – a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is “false” to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.

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The role of institutions and social inclusion in trust building

Akram,

Pervaiz

2024

Qual Quant

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School segregation, inequality and trust in institutions: evidence from Santiago

Cited by 9 publications

References 41 publications

Equal Access to University Education in Chile? An Application Using Spatial Heckman Probit Models

Equal Access to University Education in Chile? An Application Using Spatial Heckman Probit Models

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras

The role of institutions and social inclusion in trust building

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