Browsing by Author "Allende, Claudio"

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    Agrupamiento por habilidad académica en el sistema escolar: nueva evidencia para comprender las desigualdades del sistema educativo chileno
    (2018) Treviño Villarreal, Juan Ernesto; Valenzuela, Juan Pablo; Villalobos, Cristóbal; Bejares, Consuelo; Wyman, Ignacio; Allende, Claudio
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    Analyzing the Institutional Diversity and Increasing Complexity in a Market-Oriented University System: The Case of Chile (2008–2020)
    (2025) Villalobos, Cristóbal; Quaresma, Maria Luísa; Rojas-Murphy, Andrés; Allende, Claudio; Orellana, Víctor
    This article examines the process of massification and increasing complexity of marked-oriented university systems, using the case of Chile as an example. Starting from the idea that university systems do not maintain an unchanged direction in their development and that the governance balances between market, state, and civil society undergo transformations, this article seeks to analyze the process of increasing complexity and differentiation of the Chilean university system in the last 12 years (2008-2020). Using factorial and clustering analysis, universities were grouped into eight clusters, clearly heterogeneous in terms of their level of research outcomes, student profile, size, location, and institutional nature. This article concludes that in the last decade, the increasing heterogenization of the university market has crystallized inequalities and hierarchies among institutions although private universities often demonstrate a greater capacity for flexibility and adaptation to institutional changes within the system, this tendency does not uniformly apply to all cases.
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    Effects of Between-Class Ability Grouping on Secondary Students’ Academic Achievement: Quasi-experimental evidence from Chile
    (2023) Allende, Claudio; Díaz, Juan Daniel; Villalobos, Cristóbal; Valenzuela, Juan Pablo; Wyman, Ignacio; Trevino Villarreal, Juan Ernesto
    This study estimates the effect of between-class ability grouping on Chilean secondary students’ academic achievement. We rely on a structural feature of the school system: a considerable number of students who complete primary school must change schools to start their secondary education. Cardinality matching was performed in order to account for confounding variables. Sensitivity analysis was performed to address the fact that differences in unobserved variables could bias our findings. Results show that attending a school that groups students by ability causes a reduction in the average scores obtained in 10th grade of 0.07 sd for lecture and 0.08 sd for mathematics. Students matched by their observed covariates could differ in their odds of attending a school with or without ability grouping by 15% for mathematics and 10% for lecture, without altering our conclusions. Disadvantaged students are the most affected, whereas best-performing students do not benefit from this policy either.
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    Students' Perceptions of Excellence in Chilean High-Performing Public Schools
    (2022) Quaresma, Maria Luisa; Allende, Claudio; Villalobos, Cristobal; Araneda, Sebastian
    This paper aims to analyze how students attending six of the most prestigious, selective, and high-performing public schools in Chile perceive the concept of excellence and what factors influence their perceptions. A survey was administered to 1,828 students enrolled in 11(th) and 12(th) grade. The results show that students share a multidimensional idea of excellence. Five dimensions are identified but, according to students' perceptions, there were two constructs that stood out the most: "effort and self-improvement'" and '"social commitment and thoughtfulness." We find that variables such as expectations about the future and perceptions about schools explain the dissimilar ideas of excellence shared by students. This research gives voice to students on a current topic of the educational agenda -the concept of excellence- and invites researchers to re-think this construct from perspectives other than academic achievements