Should Students Be Allowed to Miss?

Paredes, Ricardo; Ugarte, Gabriel

doi:10.1080/00220671003690130

Cited by 19 publications

(7 citation statements)

References 24 publications

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“…Private enrollment has risen dramatically, from 15.1% in 1981 to 61.2% in 2017 (Centro de Estudios Mineduc, 2017; Verger, Bonal, & Zancajo, 2016b). Nowadays, around 90% of students in primary and secondary education are enrolled in schools funded through the voucher system (Paredes & Ugarte, 2011). On the other hand, private schools are allowed to operate on a for-profit basis and, since the mid-1990s, private subsidized schools have been allowed to charge families mandatory fees (Elacqua, Montt, & Santos, 2013) 3 .…”

Section: The Case Of Chile: Privatization Marketization and Inequalimentioning

confidence: 99%

Education markets and schools’ mechanisms of exclusion: The case of Chile

Zancajo

2019

EPAA

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Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools’ responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.

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Section: The Case Of Chile: Privatization Marketization and Inequalimentioning

confidence: 99%

Education markets and schools’ mechanisms of exclusion: The case of Chile

Zancajo

2019

EPAA

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“…The extent to which teaching or school quality characteristics can influence achievement outcomes, however, depends on the quantity of such schooling received. Studies across multiple countries have shown that higher rates of absence are associated with lower achievement, including in the United States (Roby, ; Schagen et al ., ; Gottfried, , , ), the United Kingdom (Malcolm et al ., ; Department for Education and Skills, ; Carroll, ), Australia (Hancock et al ., ; Daraganova et al ., ) and others (Fergusson et al ., ; Llie & Lietz, ; Paredes & Ugarte, ). In recent years, more advanced studies have used econometric techniques to imply causal relationships (Gottfried, , ).…”

Section: Introductionmentioning

confidence: 99%

Associations between school absence and academic achievement: Do socioeconomics matter?

Hancock

Lawrence

Shepherd

et al. 2017

British Educational Res J

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This study examined the extent to which the association between increased student absence and lower achievement outcomes varied by student and school-level socioeconomic characteristics. Analyses were based on the enrolment, absence and achievement records of 89,365 Year 5, 7 and 9 students attending government schools in Western Australian between 2008 and 2012. Multivariate multi-level modelling methods were used to estimate numeracy, writing and reading outcomes based on school absence, and interactions between levels of absence and school socioeconomic index (SEI), prior achievement, gender, ethnicity, language background, parent education and occupation status. While the effects of absence on achievement were greater for previously highachieving students, there were few significant interactions between absence and any of the socioeconomic measures on achievement outcomes. The results of first-difference regression models indicated that the negative effect of an increase in absence was marginally larger for students attending more advantaged schools, though most effects were very small. While students from disadvantaged schools have, on average, more absences than their advantaged peers, there is very little evidence to suggest that the effects of absence are greater for those attending lower-SEI schools. School attendance should therefore be a priority for all schools, and not just those with high rates of absence or low average achievement. achievement, notably the quality of teaching (Hattie, 2009) and teacher-student relationships (Cornelius-White, 2008).The extent to which teaching or school quality characteristics can influence achievement outcomes, however, depends on the quantity of such schooling received. Studies across multiple countries have shown that higher rates of absence are associated with lower achievement

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“…Although over 40,000 studies on pedagogy have been published, very few have examined the effect of class attendance on examination performance. The results of studies that have measured attendance and performance have varied, with some showing a definitive benefit to class attendance and others none . The settings and populations of these studies have been diverse, and their results may not necessarily be applicable to medical school education.…”

Section: Introductionmentioning

confidence: 99%