Can an Extremely Segregated School System Foster Integration? Evidence from the Chilean Case

• In Event: Measuring Impact, Imagining Futures: What Works (and Doesn’t) in Education Reform

Abstract

High levels of school segregation have historically characterized Chilean Education. Since the second decade of the 21st century, various policies have been implemented to address this issue. We examine the evolution of segregation in Chile over the past two decades. Overall segregation is measured, and local segregation is calculated for each school. Multilevel models are then used to estimate the effect of the implemented policies.
The results show that the upward trend in segregation has come to a halt. Significant reduction has been observed, reaching the lowest levels in the past two decades. Our findings suggest a positive impact of the implemented policies in reducing school segregation and offer insights into the potential for integrative policies in highly segregated contexts.

Authors

• Juan Pablo Valenzuela, Universidad de Chile

• Claudio Allende, Universidad de Chile

• Francisco Meneses, Universidad de Chile

• Tomás Ilabaca, Universidad de Playa Ancha