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Equity and Educational Performance

Author

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  • Alejandra Mizala
  • Pilar Romaguera

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Abstract

In this paper, we review the main issues under discussion in the field of economics of education, with a special focus on Latin America. We seek to organize the debate about educational policies by showing how these policies respond to different models based on different assumptions and hypotheses about how the educational system functions. Methodological and informational problems make it difficult to test the validity of different policies. This would explain the enormous number of studies in the field that conclude with conflicting policy prescriptions. We also use data from Chile to analyze the importance of the school in educational outcome and to explore the heterogeneous impacts of student and school characteristics on educational achievement. The results obtained allow us to conclude that the school plays a very important role in explaining educational achievement. We also find that low-income students stand to benefit the most from attending a private school. However, this conclusion is valid for a marginal analysis and does not necessarily apply to a massive reallocation of students among schools.

Suggested Citation

  • Alejandra Mizala & Pilar Romaguera, 2002. "Equity and Educational Performance," Documentos de Trabajo 136, Centro de Economía Aplicada, Universidad de Chile.
  • Handle: RePEc:edj:ceauch:136
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    References listed on IDEAS

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    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Ludger Wossmann, 2010. "Families, schools and primary-school learning: evidence for Argentina and Colombia in an international perspective," Applied Economics, Taylor & Francis Journals, vol. 42(21), pages 2645-2665.
    2. Alejandra Mizala & Pilar Romaguera, 2003. "Rendimiento Escolar y Premios por Desempeño. La Experiencia Latinoamericana (Scholastic performance and performance awards)," Documentos de Trabajo 157, Centro de Economía Aplicada, Universidad de Chile.
    3. Martínez, Rodrigo & Fernández, Andrés, 2010. "Impacto social y económico del analfabetismo: modelo de análisis y estudio piloto," Documentos de Proyectos 299, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL).
    4. Bellei, Cristián, 2009. "Does lengthening the school day increase students' academic achievement? Results from a natural experiment in Chile," Economics of Education Review, Elsevier, vol. 28(5), pages 629-640, October.

    More about this item

    JEL classification:

    • H40 - Public Economics - - Publicly Provided Goods - - - General
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • H70 - Public Economics - - State and Local Government; Intergovernmental Relations - - - General
    • I20 - Health, Education, and Welfare - - Education - - - General

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