Socioeconomic segregation between and within curriculum tracking |
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| Institution: | 1. Universidad Alberto Hurtado, Facultad de Educación, Departamento de Política Educativa, Chile;2. Pontificia Universidad Católica de Chile, Facultad de Educación, Chile;1. Unit of Research Studies and Indicators, National Institute of Educational Evaluation, Uruguay;2. Department of Social Work and Social Pedagogy, Ghent University, Belgium;1. University of Toronto, 252 Bloor Street West, Toronto, ON, M5S 1V6, Canada;2. Universidad del Rosario, Cra. 6 A No. 12 C 13, Bogotá, Colombia;1. Pakistan Institute of Development Economics (PIDE), Islamabad, Pakistan;2. University of Southern Queensland, Toowoomba, QLD 4350, Australia |
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| Abstract: | Previous studies have documented social segregation for single types of tracking, but little previous research has compared levels of segregation across different institutional tracking arrangements. This paper uses extensive administrative data of the Chilean educational system to estimate the magnitude and evolution of socioeconomic segregation between- and within-school curriculum tracking. Results indicate that the unequal distribution of students by socioeconomic status between tracks narrows when tracking takes place within schools, mainly in the presence of market incentives that lead schools to focus on particular student populations. |
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| Keywords: | Vocational education Segregation Chile Curriculum tracking |
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