Effective Schools for Low Income Children: a Study of Chile’s Sociedad de Instrucción Primaria
This paper analyzes the success of Chile’s Sociedad de Instrucción Primaria (SIP) in providing high quality primary school education to low income children. The paper shows that SIP students’ results in national standardized tests are not due to selection or observables. Interviews with principals of SIP schools and of schools that compete with them suggest that differences may be related to having student achievement as the primary goal, a clear and shared methodology, the systematic use of the information provided by teachers’ and students’ evaluations, the selection of directors and teachers through competition, and the assignment of resources to leveling children that lag behind, among other factors.
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