Journal Articles
Altruism or Money?: Reducing teacher sorting using behavioral strategies in Peru
Altruism or Money?: Reducing teacher sorting using behavioral strategies in Peru
(with N. Ajzenman, E. Bertoni, L. Marotta, & C. Méndez), Journal of Labor Economics, forthcoming. Paper
Abstract: Inequality in access to high-quality teachers is an important driver of student socioeconomic achievement gaps. We experimentally evaluate a novel nation-wide low-cost government program aimed at reducing teacher sorting. Specifically, we tested two behavioral strategies designed to induce teachers to apply to job vacancies in disadvantaged schools. These strategies consisted of an "Altruistic Identity" treatment arm, which primed teachers altruistic identity by making it more salient, and an "Extrinsic Incentives" arm, which simplified the information and increased the salience of an existing government monetary-incentive scheme rewarding teachers who work in underprivileged institutions. We show that both strategies are successful in triggering teacher candidates to apply to such vacancies, as well as making them more likely to be assigned to a final in-person evaluation in a disadvantaged school. The effect among high-performing teachers is larger, especially in the "Altruistic" arm. Our results imply that low-cost behavioral strategies can enhance the supply and quality of professionals willing to teach in high-need areas.
Abstract: Inequality in access to high-quality teachers is an important driver of student socioeconomic achievement gaps. We experimentally evaluate a novel nation-wide low-cost government program aimed at reducing teacher sorting. Specifically, we tested two behavioral strategies designed to induce teachers to apply to job vacancies in disadvantaged schools. These strategies consisted of an "Altruistic Identity" treatment arm, which primed teachers altruistic identity by making it more salient, and an "Extrinsic Incentives" arm, which simplified the information and increased the salience of an existing government monetary-incentive scheme rewarding teachers who work in underprivileged institutions. We show that both strategies are successful in triggering teacher candidates to apply to such vacancies, as well as making them more likely to be assigned to a final in-person evaluation in a disadvantaged school. The effect among high-performing teachers is larger, especially in the "Altruistic" arm. Our results imply that low-cost behavioral strategies can enhance the supply and quality of professionals willing to teach in high-need areas.
The effects of school accountability on teachings in public and private schools: Evidence from Chile
The effects of school accountability on teachings in public and private schools: Evidence from Chile
(with D. Hincapie & M. Martinez), Education Finance and Policy 2024. Paper
Abstract: This paper estimates the effects of a school accountability policy on year-to-year teacher mobility in publicly and privately managed low-performing schools in Chile. As school ranking depends onthe institution’s relative position according to a set of variables and their corresponding thresholds, we use a multivariate regression discontinuity design to evaluate the impact of the policy on teacher mobility. Our findings reveal that teachers are generally more likely to leave low-performing schools, although this result varies by type of management. Teachers in public schools tend to transfer to other schools within the system, and those who do so are more likely to be working in two or more schools. Meanwhile, teachers in private schools are comparatively more likely to exit the system altogether, with mobility concentrated among lowproductivity teachers. Despite these differences, the introduction of accountability did not induce new hires at either type of school.
Abstract: This paper estimates the effects of a school accountability policy on year-to-year teacher mobility in publicly and privately managed low-performing schools in Chile. As school ranking depends onthe institution’s relative position according to a set of variables and their corresponding thresholds, we use a multivariate regression discontinuity design to evaluate the impact of the policy on teacher mobility. Our findings reveal that teachers are generally more likely to leave low-performing schools, although this result varies by type of management. Teachers in public schools tend to transfer to other schools within the system, and those who do so are more likely to be working in two or more schools. Meanwhile, teachers in private schools are comparatively more likely to exit the system altogether, with mobility concentrated among lowproductivity teachers. Despite these differences, the introduction of accountability did not induce new hires at either type of school.
Teacher hiring instruments and teacher value added: Evidence from Peru
Teacher hiring instruments and teacher value added: Evidence from Peru
(with E. Bertoni, C. Méndez & H. Santos), Education Evaluation and Policy Analysis, Paper
Abstract: In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
Abstract: In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
Is school funding unequal in Latin America? A cross-country analysis
Is school funding unequal in Latin America? A cross-country analysis
(with E. Bertoni, L. Marotta, M. Martinez, H. Santos & S. Soares), Comparative Education Review, 2023 Paper
Abstract: Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country’s funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive—benefiting the richest regions—to being progressive—benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.
Abstract: Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country’s funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive—benefiting the richest regions—to being progressive—benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.
Can financial incentives help disadvantaged schools to attract and retain high-performing teachers?: Evidence from Chile
Can financial incentives help disadvantaged schools to attract and retain high-performing teachers?: Evidence from Chile
(with D. Hincapie, I., Hincapie & V. Montalva), Journal of Policy Analysis and Management, 2022 Paper
Abstract: The extensive sorting of more talented teachers into the most advantaged schools contributes to the wide socioeconomic achievement gaps in Latin America. The Chilean Pedagogical Excellence Assignment (AEP, for its Spanish acronym) is a unique program in the region that provides monetary incentives to talented teachers with an additional bonus if they work in disadvantaged schools. The eligibility rule of this program allows us to implement a sharp regression discontinuity design to estimate the causal impact of winning the award on the school choice decisions of talented teachers. By exploiting the fact that teachers from both disadvantaged and non-disadvantaged schools at baseline are eligible for the program, we estimate heterogeneous effects along this key dimension. We find that while obtaining the award was successful at increasing the retention of talented teachers in disadvantaged schools, teachers in non-disadvantaged schools seem to be using the award as a quality signal to stay or move to high-performing schools. This finding implies that factors that may explain these heterogeneous results, such as sunk costs of teaching at disadvantaged schools, loss aversion and asymmetric information, played an important role in the effectiveness of the AEP program on achieving its equity goal. Our results shed light on the complexities involved when designing this type of program.
Abstract: The extensive sorting of more talented teachers into the most advantaged schools contributes to the wide socioeconomic achievement gaps in Latin America. The Chilean Pedagogical Excellence Assignment (AEP, for its Spanish acronym) is a unique program in the region that provides monetary incentives to talented teachers with an additional bonus if they work in disadvantaged schools. The eligibility rule of this program allows us to implement a sharp regression discontinuity design to estimate the causal impact of winning the award on the school choice decisions of talented teachers. By exploiting the fact that teachers from both disadvantaged and non-disadvantaged schools at baseline are eligible for the program, we estimate heterogeneous effects along this key dimension. We find that while obtaining the award was successful at increasing the retention of talented teachers in disadvantaged schools, teachers in non-disadvantaged schools seem to be using the award as a quality signal to stay or move to high-performing schools. This finding implies that factors that may explain these heterogeneous results, such as sunk costs of teaching at disadvantaged schools, loss aversion and asymmetric information, played an important role in the effectiveness of the AEP program on achieving its equity goal. Our results shed light on the complexities involved when designing this type of program.
Career choice motivation using behavioral strategies
Career choice motivation using behavioral strategies
(with N. Ajzenman, D. Hincapie, A. Jaimovich, F. Lopez Boo, D. Paredes & A. Román), Economics of Education Review, 2021. Paper
Abstract: Qualified teachers are a fundamental input for any education system. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations: intrinsic/altruistic, extrinsic, and prestige-related. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that the social value of the teaching still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results show that making salient certain types of motivations to the wrong target group could lead to undesired results.
Abstract: Qualified teachers are a fundamental input for any education system. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations: intrinsic/altruistic, extrinsic, and prestige-related. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that the social value of the teaching still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results show that making salient certain types of motivations to the wrong target group could lead to undesired results.
Teachers' preferences for proximity and the implications for staffing schools: Evidence from Peru
Teachers' preferences for proximity and the implications for staffing schools: Evidence from Peru
(with E. Bertoni, D. Hincapie, C. Mendez & D. Paredes), Education Finance and Policy, 2021. Paper
Abstract: This paper uses the 2015 Peruvian national teacher selection process to explore candidates’ rank-ordered preferences for public schools. We show that, in seeking a permanent position, candidates prefer schools that are closer to where they attended their Teacher Education Program (TEP) and that are located in urban areas. These preferences vary by candidates’ attributes: urban location seem to be particularly important for females and higher-performing candidates. Preferences for proximity to previous workplace are weaker for younger candidates and stronger for high performers. Candidates also prefer larger schools located in low-poverty districts, with one teacher per classroom (vs. non-single-teacher/multigrade), Spanish language instruction (vs. non-bilingual), and access to basic services. A greater understanding of which school characteristics are most valued by teachers can help to design effective policies for attracting candidates to hard-to-staff schools.
Abstract: This paper uses the 2015 Peruvian national teacher selection process to explore candidates’ rank-ordered preferences for public schools. We show that, in seeking a permanent position, candidates prefer schools that are closer to where they attended their Teacher Education Program (TEP) and that are located in urban areas. These preferences vary by candidates’ attributes: urban location seem to be particularly important for females and higher-performing candidates. Preferences for proximity to previous workplace are weaker for younger candidates and stronger for high performers. Candidates also prefer larger schools located in low-poverty districts, with one teacher per classroom (vs. non-single-teacher/multigrade), Spanish language instruction (vs. non-bilingual), and access to basic services. A greater understanding of which school characteristics are most valued by teachers can help to design effective policies for attracting candidates to hard-to-staff schools.
The impact of decentralized decision-making on student outcomes and teacher quality: Evidence from Colombia
The impact of decentralized decision-making on student outcomes and teacher quality: Evidence from Colombia
(with Isabela Munevar, Fabio Sanchez, and Humberto Santos), World Development, 2021. Paper
Abstract: This paper evaluates the effects of the administrative decentralization of education on teacher quality and student outcomes in Colombia. In 2001, the government established an arbitrary rule that granted municipalities with a 2002 population >100,000 almost complete autonomy to provide education services (certification). This analysis takes advantage of this rule to evaluate, using difference-in-differences and regression discontinuity methodologies, the effect of municipal autonomy on teacher quality and student outcomes, including achievement and enrollment. The control group is made up of municipalities for which the provision of education was centralized and managed by the departmental authorities. The results indicate that administrative decentralization (being certified) improves both school enrollment and student achievement as well as the quality of teachers, as measured by teachers’ education level and scores on teachers’ entry competency exams. Using a mediation analysis, the paper finds that higher-quality teachers hired by the certified municipalities partially explained the improvement in student achievement. This analysis also shows that “certified” municipalities invest more local resources in education which also contributes to explain to a much lesser extent their superior educational outcomes. Finally, the results suggest that achieving better student outcomes is less related to the amount of resources that decentralized municipalities managed and more associated with the fact that those resources seem to have been better allocated, generating significant efficiency gains. These gains may be the consequence of lower transaction costs of matching local preferences with local educational interventions.
Abstract: This paper evaluates the effects of the administrative decentralization of education on teacher quality and student outcomes in Colombia. In 2001, the government established an arbitrary rule that granted municipalities with a 2002 population >100,000 almost complete autonomy to provide education services (certification). This analysis takes advantage of this rule to evaluate, using difference-in-differences and regression discontinuity methodologies, the effect of municipal autonomy on teacher quality and student outcomes, including achievement and enrollment. The control group is made up of municipalities for which the provision of education was centralized and managed by the departmental authorities. The results indicate that administrative decentralization (being certified) improves both school enrollment and student achievement as well as the quality of teachers, as measured by teachers’ education level and scores on teachers’ entry competency exams. Using a mediation analysis, the paper finds that higher-quality teachers hired by the certified municipalities partially explained the improvement in student achievement. This analysis also shows that “certified” municipalities invest more local resources in education which also contributes to explain to a much lesser extent their superior educational outcomes. Finally, the results suggest that achieving better student outcomes is less related to the amount of resources that decentralized municipalities managed and more associated with the fact that those resources seem to have been better allocated, generating significant efficiency gains. These gains may be the consequence of lower transaction costs of matching local preferences with local educational interventions.
Is working one job better than many? Assessing the impact of multiple school jobs on teacher performance in Rio de Janeiro
Is working one job better than many? Assessing the impact of multiple school jobs on teacher performance in Rio de Janeiro
(with Luana Marotta), Economics of Education Review, 2020. Paper
Abstract: Multiple school jobs are more common in developing countries and among teachers who teach specific subject areas. This paper examines whether student achievement is affected when teachers work in more than one school. We use longitudinal data from Rio de Janeiro and exploit within teacher-school-grade variation in the number of school jobs over time. We found that an increase in the number of school jobs leads to a decrease in student achievement. Our results suggest that multiple school jobs are more detrimental for female teachers, probably because women take on more responsibilities outside of work. We also found that the negative impact of multiple school jobs is particularly larger for poorer students who participate in conditional cash transfer programs. Lastly, our results show that an increase in the number of school jobs is associated with an increase in teachers’ workload as measured by the number of teaching hours and the number of unique subject-areas, grade-levels, and students taught.
Abstract: Multiple school jobs are more common in developing countries and among teachers who teach specific subject areas. This paper examines whether student achievement is affected when teachers work in more than one school. We use longitudinal data from Rio de Janeiro and exploit within teacher-school-grade variation in the number of school jobs over time. We found that an increase in the number of school jobs leads to a decrease in student achievement. Our results suggest that multiple school jobs are more detrimental for female teachers, probably because women take on more responsibilities outside of work. We also found that the negative impact of multiple school jobs is particularly larger for poorer students who participate in conditional cash transfer programs. Lastly, our results show that an increase in the number of school jobs is associated with an increase in teachers’ workload as measured by the number of teaching hours and the number of unique subject-areas, grade-levels, and students taught.
School reorganization reforms: the case of multi-site schools in Colombia
School reorganization reforms: the case of multi-site schools in Colombia
(with F. Sanchez & H. Santos), School Effectiveness and School Improvement, 2020. Paper
Abstract: To contribute to the debate about the reorganization of public-school supply, we analyze a reform introduced in Colombia in 2001 that merged independent schools into a single institution. Specifically, we estimate differences in achievement, dropout rates, teacher characteristics, and technological infrastructure between sites belonging to multi-site schools and single-site schools. Our results suggest that there are no differences in test scores, but lower dropout rates in multi-site schools. Also, we found that sites belonging to multi-site schools, especially in larger networks (more than six sites) and far away from the main site of the school, have younger teachers with lower salaries who are more likely to have a temporary contract. Finally, we provide suggestive evidence that more isolated sites from large-sized schools have less access to the internet and a computer room than single-site schools. These results provide evidence for reforms to increase cooperation between sites.
Abstract: To contribute to the debate about the reorganization of public-school supply, we analyze a reform introduced in Colombia in 2001 that merged independent schools into a single institution. Specifically, we estimate differences in achievement, dropout rates, teacher characteristics, and technological infrastructure between sites belonging to multi-site schools and single-site schools. Our results suggest that there are no differences in test scores, but lower dropout rates in multi-site schools. Also, we found that sites belonging to multi-site schools, especially in larger networks (more than six sites) and far away from the main site of the school, have younger teachers with lower salaries who are more likely to have a temporary contract. Finally, we provide suggestive evidence that more isolated sites from large-sized schools have less access to the internet and a computer room than single-site schools. These results provide evidence for reforms to increase cooperation between sites.
Bullying, identity and school performance: Evidence from Chile
Bullying, identity and school performance: Evidence from Chile
(with D. Contreras, M. Martinez & A. Miranda), International Journal of Educational Development, 2016. Paper
Abstract: This article examines the relationship among bullying, individual's identity, and school performance in Chile. The results indicate that being a bully or a bully-victim increases the probability of being a low performing student. For the case of victims, our results suggest a heterogeneity according students’ ability, decreasing academic achievement for students with below average ability, but increasing it for very high achieving students. We also found that students claiming to belong to a subculture characterized by a defiant attitude towards authority have lower academic achievement. Our results support anti-bullying policies and those attempting to promote student's identities associated with higher academic achievement.
Abstract: This article examines the relationship among bullying, individual's identity, and school performance in Chile. The results indicate that being a bully or a bully-victim increases the probability of being a low performing student. For the case of victims, our results suggest a heterogeneity according students’ ability, decreasing academic achievement for students with below average ability, but increasing it for very high achieving students. We also found that students claiming to belong to a subculture characterized by a defiant attitude towards authority have lower academic achievement. Our results support anti-bullying policies and those attempting to promote student's identities associated with higher academic achievement.
Policies that foster segregation: Vouchers and neighborhood assignment in Santiago, Chile
Policies that foster segregation: Vouchers and neighborhood assignment in Santiago, Chile
(with H. Santos), Cepal Review, 2016. Paper
Abstract: In this article, we examine the hypothesis that the policy of parental school choice in Chile has increased socioeconomic school segregation. We use a georeferenced database ofstudents and schools in the Greater Metropolitan Area of Santiago to compare actual segregation with the segregation that would occur in the hypothetical case that students attended the school nearest to their place of residence. The results indicate that school segregation is higher in the actual scenario than in the counterfactual scenario, which suggests that the interaction between family preferences and school entry barriers (tuition and selective admission process) tend to increase school segregation beyond the city’s underlying residential segregation.
Abstract: In this article, we examine the hypothesis that the policy of parental school choice in Chile has increased socioeconomic school segregation. We use a georeferenced database ofstudents and schools in the Greater Metropolitan Area of Santiago to compare actual segregation with the segregation that would occur in the hypothetical case that students attended the school nearest to their place of residence. The results indicate that school segregation is higher in the actual scenario than in the counterfactual scenario, which suggests that the interaction between family preferences and school entry barriers (tuition and selective admission process) tend to increase school segregation beyond the city’s underlying residential segregation.
Income inequality or performance gap? A multilevel study of school bullying in 52 countries
Income inequality or performance gap? A multilevel study of school bullying in 52 countries
(with D. Contreras, M. Martinez, A. Miranda), Journal of Adolescent Health, 2015. Paper
Abstract:
PurposeThe purpose of the study was to examine the association between income inequality and school violence and between the performance inequality and school violence in two international samples.
MethodsThe study used data from Trends in International Mathematics and Science Study 2011 and from the Central Intelligence Agency of United States which combined information about academic performance and students' victimization (physical and social) for 269,456 fourth-grade students and 261,747 eighth-grade students, with gross domestic product and income inequality data in 52 countries. Ecological correlations tested associations between income inequality and victimization and between school performance inequality and victimization among countries. Multilevel ordinal regression and multilevel regression analyses tested the strength of these associations when controlling for socioeconomic and academic performance inequality at school level and family socioeconomic status and academic achievement at student level.
ResultsIncome inequality was associated with victimization rates in both fourth and eighth grade (r ≈ .60). Performance inequality shows stronger association with victimization among eighth graders (r ≈ .46) compared with fourth graders (r ≈ .30). Multilevel analyses indicate that both an increase in the income inequality in the country and school corresponds with more frequent physical and social victimization. On the other hand, an increase in the performance inequality at the system level shows no consistent association to victimization. However, school performance inequality seems related to an increase in both types of victimizations.
ConclusionsOur results contribute to the finding that income inequality is a determinant of school violence. This result holds regardless of the national performance inequality between students.
Abstract:
PurposeThe purpose of the study was to examine the association between income inequality and school violence and between the performance inequality and school violence in two international samples.
MethodsThe study used data from Trends in International Mathematics and Science Study 2011 and from the Central Intelligence Agency of United States which combined information about academic performance and students' victimization (physical and social) for 269,456 fourth-grade students and 261,747 eighth-grade students, with gross domestic product and income inequality data in 52 countries. Ecological correlations tested associations between income inequality and victimization and between school performance inequality and victimization among countries. Multilevel ordinal regression and multilevel regression analyses tested the strength of these associations when controlling for socioeconomic and academic performance inequality at school level and family socioeconomic status and academic achievement at student level.
ResultsIncome inequality was associated with victimization rates in both fourth and eighth grade (r ≈ .60). Performance inequality shows stronger association with victimization among eighth graders (r ≈ .46) compared with fourth graders (r ≈ .30). Multilevel analyses indicate that both an increase in the income inequality in the country and school corresponds with more frequent physical and social victimization. On the other hand, an increase in the performance inequality at the system level shows no consistent association to victimization. However, school performance inequality seems related to an increase in both types of victimizations.
ConclusionsOur results contribute to the finding that income inequality is a determinant of school violence. This result holds regardless of the national performance inequality between students.
Short-run effects of accountability pressures on teacher policies in the voucher system in Santiago, Chile.
Short-run effects of accountability pressures on teacher policies in the voucher system in Santiago, Chile.
(with M. Martinez, H. Santos & D. Urbina), School Effectiveness and School Improvement, 2015. Paper
Abstract: This research analyzes the impact of the Adjusted Voucher Law´s school rankings on low-performing schools in Santiago, Chile, and provides evidence on the effects of the pressures of accountability systems on teacher policies and practices. The empirical strategy is based on the fact that schools are ranked according to their position on a set of thresholds. We used a generalization of the traditional regression discontinuity design for the case where treatment assignment is determined by variables. To gather information on teacher policies and practices, we conducted a survey of 4th-grade teachers in the Greater Santiago area. The results indicate that low-performing schools responded to the treatment by implementing policies that seek to improve their results in the short term. We also found no significant effects on teaching practices, suggesting that many of these changes are implemented top down from the school administrators, without involving teachers in the process.
Abstract: This research analyzes the impact of the Adjusted Voucher Law´s school rankings on low-performing schools in Santiago, Chile, and provides evidence on the effects of the pressures of accountability systems on teacher policies and practices. The empirical strategy is based on the fact that schools are ranked according to their position on a set of thresholds. We used a generalization of the traditional regression discontinuity design for the case where treatment assignment is determined by variables. To gather information on teacher policies and practices, we conducted a survey of 4th-grade teachers in the Greater Santiago area. The results indicate that low-performing schools responded to the treatment by implementing policies that seek to improve their results in the short term. We also found no significant effects on teaching practices, suggesting that many of these changes are implemented top down from the school administrators, without involving teachers in the process.
Winners and losers of school choice: Evidence from Rio de Janeiro, Brazil and Santiago, Chile
Winners and losers of school choice: Evidence from Rio de Janeiro, Brazil and Santiago, Chile
(with F. Alves, M. Koslinksi, M. Martinez, H. Santos & D. Urbina), International Journal of Educational Development, 2015. Paper
Abstract: School choice is a controversial topic in the education debate. Proponents argue that choice would open up opportunities to disadvantaged families. Critics counter that choice may exacerbate inequities as advantaged parents are more likely to choose the best schools. Rio de Janeiro and Santiago provide unique institutional contexts in which to explore how choice may affect equity. We use datasets with information on home addresses to compare the choices of parents with different backgrounds. We find that disadvantaged parents in both cities are less likely to choose high achieving schools. The differences are more pronounced in Santiago than in Rio. These results suggest that choice policies will likely not reduce inequities and the design of the program influences behavior.
Abstract: School choice is a controversial topic in the education debate. Proponents argue that choice would open up opportunities to disadvantaged families. Critics counter that choice may exacerbate inequities as advantaged parents are more likely to choose the best schools. Rio de Janeiro and Santiago provide unique institutional contexts in which to explore how choice may affect equity. We use datasets with information on home addresses to compare the choices of parents with different backgrounds. We find that disadvantaged parents in both cities are less likely to choose high achieving schools. The differences are more pronounced in Santiago than in Rio. These results suggest that choice policies will likely not reduce inequities and the design of the program influences behavior.
School closures in Chile: Access to quality alternatives in a school choice system
School closures in Chile: Access to quality alternatives in a school choice system
(with M. Martinez, H. Santos & D. Urbina),Estudios de Economía, 2012. Paper
Abstract: In this paper, we analyze the schooling alternatives of families that could face school closure. This article identifies, characterizes, and georeferences the institutions classified as low-performing by the SEP Law along with their closest alternatives. The findings indicate that a significant number of families do not have any quality alternatives nearby, particularly families in rural areas and/or in schools with a high percentage of low SES students. Additionally, when admissions barriers and family preferences are incorporated in the analysis, school alternatives are considerably reduced. Alternatives are further reduced when using a more stringent definition of school quality.
Abstract: In this paper, we analyze the schooling alternatives of families that could face school closure. This article identifies, characterizes, and georeferences the institutions classified as low-performing by the SEP Law along with their closest alternatives. The findings indicate that a significant number of families do not have any quality alternatives nearby, particularly families in rural areas and/or in schools with a high percentage of low SES students. Additionally, when admissions barriers and family preferences are incorporated in the analysis, school alternatives are considerably reduced. Alternatives are further reduced when using a more stringent definition of school quality.
The impact of school choice and public policy on segregation: Evidence from Chile
The impact of school choice and public policy on segregation: Evidence from Chile
International Journal of Educational Development, 2012. Paper
Abstract: Advocates argue that vouchers can make improved educational opportunity available to disadvantaged students. Critics contend that vouchers increase the risk of stratification. Researchers have found that Chile’s voucher program has lead to increased socioeconomic school segregation. What has been overlooked, however, is segregation between schools within a sector and variation within private for-profit and non-profit school sectors. I find that public schools are more likely to serve disadvantaged students than private voucher schools. I also find that disadvantaged students are more segregatedamong private voucher schools than among public schools. While between and within sector segregation levels vary across private voucher school types, the differences are not always consistent with theory. The data also suggest that policies can either mitigate or exacerbate the stratifying effects of educational vouchers.
Abstract: Advocates argue that vouchers can make improved educational opportunity available to disadvantaged students. Critics contend that vouchers increase the risk of stratification. Researchers have found that Chile’s voucher program has lead to increased socioeconomic school segregation. What has been overlooked, however, is segregation between schools within a sector and variation within private for-profit and non-profit school sectors. I find that public schools are more likely to serve disadvantaged students than private voucher schools. I also find that disadvantaged students are more segregatedamong private voucher schools than among public schools. While between and within sector segregation levels vary across private voucher school types, the differences are not always consistent with theory. The data also suggest that policies can either mitigate or exacerbate the stratifying effects of educational vouchers.
The effectiveness of private school franchises in Chile's national voucher program
The effectiveness of private school franchises in Chile's national voucher program
(with D. Contreras, F. Salazar & H. Santos) School Effectiveness and School Improvement, 2011. Paper
Abstract: There is persistent debate over the role of scale of operations in education. Some argue that school franchises offer educational services more effectively than small independent schools. Skeptics counter that large centralized operations create hard-to-manage bureaucracies and foster diseconomies of scale and that small schools are more effective at promoting higher quality education. We can gain insight into this debate by examining Chile's national voucher program. This paper uses 4th-grade data to compare achievement in private franchises, private independent, and public schools in Chile. Our findings suggest that franchises have a large advantage over independent schools, once student and peer attributes and selectivity are controlled for. We also find that further disaggregating school franchises widens the larger franchise advantage. We conclude that policies oriented to create incentives for private school owners to join or start up a franchise may have the potential for improving educational outcomes.
Abstract: There is persistent debate over the role of scale of operations in education. Some argue that school franchises offer educational services more effectively than small independent schools. Skeptics counter that large centralized operations create hard-to-manage bureaucracies and foster diseconomies of scale and that small schools are more effective at promoting higher quality education. We can gain insight into this debate by examining Chile's national voucher program. This paper uses 4th-grade data to compare achievement in private franchises, private independent, and public schools in Chile. Our findings suggest that franchises have a large advantage over independent schools, once student and peer attributes and selectivity are controlled for. We also find that further disaggregating school franchises widens the larger franchise advantage. We conclude that policies oriented to create incentives for private school owners to join or start up a franchise may have the potential for improving educational outcomes.
School choice in Chile: Is it class or the classroom?
School choice in Chile: Is it class or the classroom?
(with M. Schneider & J. Buckley) Journal of Policy Analysis and Management, 2006. Paper
Abstract: Skeptics of school choice are concerned that parents, especially low-income ones, will not choose schools based on sound academic reasoning. Many fear that, given choice, parents will sort themselves into different schools along class lines. How-ever, most surveys find that parents of all socioeconomic groups cite academic aspects as important when choosing a school. Moreover, almost no parents refer to the social composition of the student body. Many advocates of choice hold up these results as proof that choice will produce desirable outcomes. However, these results may not be reliable because they may simply be verbal responses to survey items rather than indicators of actual behavior.
In this research, we report on the search behavior of parents in the Metropolitan Region of Santiago, Chile, examining how they construct their school choice sets and comparing this to what they say they are seeking in choosing schools. The data indicate that parental decisions are influenced by demographics. Based on this evidence, we argue that unfettered choice may reduce the pressure on schools to improve their performance and could potentially increase stratification.
Abstract: Skeptics of school choice are concerned that parents, especially low-income ones, will not choose schools based on sound academic reasoning. Many fear that, given choice, parents will sort themselves into different schools along class lines. How-ever, most surveys find that parents of all socioeconomic groups cite academic aspects as important when choosing a school. Moreover, almost no parents refer to the social composition of the student body. Many advocates of choice hold up these results as proof that choice will produce desirable outcomes. However, these results may not be reliable because they may simply be verbal responses to survey items rather than indicators of actual behavior.
In this research, we report on the search behavior of parents in the Metropolitan Region of Santiago, Chile, examining how they construct their school choice sets and comparing this to what they say they are seeking in choosing schools. The data indicate that parental decisions are influenced by demographics. Based on this evidence, we argue that unfettered choice may reduce the pressure on schools to improve their performance and could potentially increase stratification.