Equity and Higher Education Access in Chile: The High School Ranking Admission Policy Results from the Perspective of Its Program Theory

作     者：Catalan, Ximena Santelices, Maria Veronica Horn, Catherine 

作者机构：Pontificia Univ Catolica Chile Fac Educ Macul Santiago Chile Millennium Nucleus Students Experience Higher Educ Chile Macul Santiago Chile Expectat & Real Ave Vicuna Mackenna 4860 Macul Santiago Chile Univ Houston Houston TX USA 

出 版 物：《HIGHER EDUCATION POLICY》 (High. Educ. Policy)

年 卷 期：2024年

页      面：1-22页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

基　　金：ANID Fondecyt Postdoctorado ANID Programa de Formacion de Capital Humano Millenium Scientific Initiative of the Ministry of Science, Technology, Knowledge and Innovation of Chile ANID Fondecyt 

主　　题：Higher education access College admission Program theory High school ranking 

摘      要：The High School Ranking (HSR) is an equity admission policy aimed at increasing the enrollment of high-performing students from disadvantaged educational contexts in selective universities in Chile. We evaluate the degree to which the HSR program theory holds by exploring expectations, motivations, and college applications of students from low-performing schools. Using a survey (N = 1.831) and Structural Equation Modeling (SEM), we explore how high school students from low-academic contexts compare to peers from more advantageous settings regarding expectations and academic motivation associated with the HSR policy. Also, using regression discontinuity design (RDD), we analyze whether the reception of the HSR bonus raises the application rates of high-performing students from disadvantaged educational contexts. Our results show that although students from low-performing schools have higher expectations associated with HSR, they have lower levels of academic motivation and perform fewer actions to improve their HSR compared to their pairs from more advantageous school settings. Also, the HSR score bonus is not associated with improving college application rates of high-performing students from low-performing high schools. These results expand previous evidence on HSR using a comprehensive design that unveils the connection between socioeconomic and motivational variables in students behaviors, challenging the assumptions of a higher education equity initiative.