This chapter is dedicated to estimating the levels of social segregation of the secondary school system in Santiago. It starts by describing different approaches taken to measure segregation in educational settings, and outlining what local and international literature have stated about the levels of segregation in the Chilean school system. The next section explores the level of socioeconomic segregation in the Santiago secondary school system using the ISCY-Santiago data and three different indices of segregation: dissimilarity index, interaction index and social inclusion index. The last section explores the level of social segregation by type of school in Santiago, a feature that will be fundamental to explain some of the consequences of social segregation in secondary schools in Santiago.

01 Jan 2021·International Study of City Youth Education

Shaping Student Work and Study Plans

Author: Andres Molina

Student work and study plans can influence decisions and paths towards further education, which in turn affect chances of getting a good job and being employed. Work and study plans reflect both personal aspirations, which can be influenced by family and peers, and the structure of opportunities associated with school organisation and programs. This chapter looks at differences in work and study plans by type of school and social background in six key elements in Santiago: the type of program students will take in the last 2 years of secondary education—academic or vocational; whether or not they will pursue a university place at the completion of high school; whether or not they will pursue a place in a Professional Institute or Centre for Vocational Training on completion of high school; whether they will try to find a job at the completion of high school; whether they will sit the university entrance exam which will determine if they can gain a university place without further preparation; and whether or not they will defer sitting the tertiary education entrance exam and prepare for the exam through a pre-university course. Initially, the results are provided descriptively before turning to model estimates to examine the effects of social segregation on student work and study plans.

01 Jan 2021·International Study of City Youth Education

Social Segregation and Student Cognitive, Social and Emotional Skills

Author: Andres Molina

This chapter looks at the effects of social segregation on student skills. It first explores the effects on student achievement as measured by math and reading scores and continues to an investigation of the influence on student development of social and emotional skills. A study of the relationship between social segregation and student proficiency in reading and math provides valuable information on how well the secondary school system in Santiago distributes opportunities for all types of students regardless of the school they attend. However, proficiency in math and reading are not the only important skills for the future success of students. Recent literature has focused on the need for students to develop social and emotional skills, such as conscientiousness, grit, resilience, creativity, communication and teamwork or collaboration. This chapter begins by explaining the concepts of cognitive, and social and emotional skills used in the ISCY-Santiago study, and explains their relevance for future student opportunities and for social cohesion more broadly. Next, using ISCY-Santiago data, the chapter examines the relationships between social segregation in Santiago and the levels of social and emotional skills through descriptive and inferential analysis. The multilevel models in this chapter are designed to estimate the extent to which the separation of students by SES in Santiago secondary schools contributes to the student achievement gap and uneven development of student social and emotional skills.

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