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dc.titleNavigating Centralized Admissions: The Role of Parental Preferences in School Segregation in Chile
dc.contributor.authorElacqua, Gregory
dc.contributor.authorKutscher, Macarena
dc.contributor.orgunitEducation Division
dc.coverageChile
dc.date.available2023-12-19T00:12:00
dc.date.issue2023-12-19T00:12:00
dc.description.abstractIn this paper, we aim to understand some of the mechanisms behind the low impact of a Chilean educational reform on socioeconomic integration within the school system. We focus on pre-kindergarden (pre-K) admissions, which account for the highest volume of applications since all students (except those applying to private schools) must seek admission through the centralized system. We employ a discrete choice model to analyze parents school preferences. Our analysis reveals that the school choices of low-SES families are more strongly influenced by a schools non-academic attributes which are often omitted from analyses of parental preferences due to data availability constraints rather than academic quality. For instance, low-SES parents tend to prefer schools with fewer reported violent incidents, schools where students report facing less discrimination and exclusion, and schools where students demonstrate higher levels of self-efficacy. Disadvantaged families also tend to favor schools that have a religious affiliation, offer more ”classical” sports (e.g. soccer), or have a foreign name. These results have significant implications for understanding the preferences of disadvantaged families and the impact of centralized admission systems on reducing segregation. By recognizing the non-academic factors driving school choices, policymakers can better design admission systems that truly foster school diversity and equality.
dc.format.extent53
dc.identifier.doihttp://dx.doi.org/10.18235/0005484
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Navigating-Centralized-Admissions-The-Role-of-Parental-Preferences-in-School-Segregation-in-Chile.pdf
dc.language.isoen
dc.publisherInter-American Development Bank
dc.subjectEducational Institution
dc.subjectPrivate High School
dc.subjectIncome Distribution
dc.subjectPublic School
dc.subjectSchool Choice
dc.subjectEducation
dc.subjectMunicipal Government
dc.subjectTest Score
dc.subjectEducation Management
dc.subjectInfrastructure Development
dc.subject.jelcodeA20 - Economic Education and Teaching of Economics: General
dc.subject.jelcodeD12 - Consumer Economics: Empirical Analysis
dc.subject.jelcodeI24 - Education and Inequality
dc.subject.keywordsschool choice;Centralized Assignment Systems;Segregation
dc.typeWorking Papers
idb.identifier.pubnumberIDB-WP-01564
idb.operationRG-E1672
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