Browsing by Author "Meneses, Francisco"

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    A Multidimensional Approach for Measuring Meritocratic Beliefs: Advantages, Limitations and Alternatives to the ISSP Social Inequality Survey
    (Routledge Journals, Taylor & Francis LTD, 2023) Castillo, Juan Carlos; Iturra, Julio; Maldonado Navarro, Luis Edgardo; Atria, Jorge; Meneses, Francisco
    A great part of the comparative international research that has attempted to measure meritocratic beliefs has used the social inequality module of the ISSP (International Social Survey Programme), which offers an unprecedented opportunity to compare meritocratic views in different societies. Based on a series of studies using ISSP data, the present paper proposes a multidimensional measurement framework for meritocratic beliefs. This framework distinguishes, on the one side, between perceptions and preferences and, on the other side, between meritocratic and not meritocratic aspects. In the first study, we test the multidimensional framework for meritocratic beliefs using the ISSP 2009 inequality module through confirmatory factor analysis (CFA) techniques. After identifying the advantages and some limitations of ISSP items for a multidimensional operationalization of meritocratic beliefs, in a second study, we suggest a modified set of items that better taps the different dimensions of meritocracy. We examined the measuring properties of this new instrument using a sample of Chilean adults (N = 2,141). Based on these results, we recommend improvements in measuring meritocratic beliefs in cross-national studies.
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    Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness
    (2024) Kuzmanic, Danilo; Meneses, Francisco; Valenzuela. Juan Pablo; Rodríguez, Patricio; Claro, Susana
    The COVID-19 pandemic-associated learning losses were unequal across school subjects and sociodemographic groups. This study posits that these losses are also heterogeneous based on pre-pandemic school effectiveness, that is, the value schools added above the expected students’ learning based on their socioeconomic background. Using national-scale standardized mathematics and reading test scores, we compared learning losses between 2013–2018 (pre-pandemic) and 2022 at the school level in Chile and examined how they varied according to an indicator of schools’ pre-pandemic effectiveness. Schools with high effectiveness underwent the highest pandemic-driven losses, especially in mathematics. These losses were more pronounced as schools reopened later and students’ post-pandemic attendance decreased. Educational policies should adjust to this heterogeneity. While high-vulnerability, high-effectiveness schools require support to mitigate the pandemic’s effects, low-effectiveness schools must enhance their capacity to foster student learning beyond these impacts.