Distribution of Student Achievement in Chile : Baseline Analysis for the Evaluation of the Subvención Escolar Preferencial
This paper has two primary objectives. The first objective is to describe our method for predicting the counterfactual outcomes, and explain the reasons for this choice. The second is to present estimates of the counterfactual outcomes. The paper c...
| Main Authors: | , , |
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| Format: | Education Sector Review |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2013
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2010/02/16445681/distribution-student-achievement-chile-baseline-analysis-evaluation-subvencion-escolar-preferencial-sep-preferential-school-subsidy http://hdl.handle.net/10986/12739 |
| Summary: | This paper has two primary objectives.
The first objective is to describe our method for predicting
the counterfactual outcomes, and explain the reasons for
this choice. The second is to present estimates of the
counterfactual outcomes. The paper contains the following
sections. Section two provides a description of the voucher
system before the introduction of SEP (Subvencion Escolar
Preferencial program, or Preferential School Subsidy), an
explanation of the main components of SEP, and a summary of
other educational reforms currently undergoing Parliamentary
review, for which SEP may serve as a valuable pilot. In
section three, we present the methodological approach
employed in this paper to predict the counterfactual
outcomes to which actual outcomes under SEP will be
compared. Section four describes the data on students and
schools used in this paper. This section also provides
information on the distributions of grade four priority
students and non-priority students among the nation's
three types of elementary schools in the years 2005-2007 and
predictions of what these distributions will have been in
2008 in the absence of SEP. Section five describes the
distributions of achievement of priority students and
non-priority students on SIMCE tests of Spanish,
mathematics, and natural and social sciences administered at
the end of the 2005, 2006, and 2007 school years, and
predictions of what the average achievement scores for each
group will have been in 2008 had SEP not been introduced.
Section six describes trends in achievement gaps between
priority and non-priority students and trends in the
decomposition of these gaps into within- and between-school
differences. Section seven summarizes the key findings from
the baseline data analysis. It also describes research
agenda for evaluating the initial impacts of SEP on the
distribution of schools attended by Priority students and on
the achievement of priority students on the SIMCE tests. |
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