College Admissions Test Score Gap in Chile: A Piece-Wise Linear Growth Model

• In Event: Understanding Precollege Access Factors

Abstract

In 2004, Chilean educational authorities overhauled college admissions tests for the purpose of more accurately assessing students’ knowledge of the national high school curriculum and with the expectation that the revised test would reduce the existing achievement gap between students of public and private schools. Using hierarchical linear modeling to study change over time, this paper aims to determine whether the achievement gap has improved since the revised tests were implemented. The findings show that efforts to make these tests more equitable have only exacerbated inequalities, suggesting the need to reconsider admissions policies that rely almost exclusively on test scores to select students and rescinding test score requirements currently linked to qualify for state financial aid. (116 Words)

Authors

• Paulina Perez Mejias, --

• Robert G. Croninger, University of Maryland - College Park