Understanding segregation patterns in Chilean primary schools

Abstract

This study aims to achieve two primary objectives to comprehend segregation patterns in Chilean primary schools. To fulfill these goals, we compute the school segregation index (SSI) to assess the distribution of students from diverse socioeconomic and educational backgrounds across certain regions in Chile. The SSI provides a quantifiable measure of the concentration of students in specific schools, providing insights into the level of educational segregation. Additionally, we explore the factors influencing academic scores in 2019, using Ordinary Least Square (OSL) regression analysis, which allow us to comprehend how circumstantial and effort variables impact academic performance. The variables considered include income and average score, sourced from data available in Sistema de Medición de la Calidad de Educación (SIMCE, 2013, 2019). The results indicate that school segregation has decreased between 2013 and 2019, although some disparities still remain in the north of Chile. It is found no evidence of scores based segregation by schools, suggesting no significant relationship between academic achievement and school quality. The ordinary least square (OLS) is conducted using average scores as a dependent variable in 2019. The results show that only 22% of the variation in scores can be explained by circumstances and effort variables. The primary factors influencing student achievement include their attitude towards future prospects, classroom distractions, and the type of school administration.