Equity and Higher Education Access in Chile. The High School Ranking Admission Policy Results from the Perspective of Its Program Theory.

Autor/inn/en	Catalan, Ximena; Santelices, María Verónica; Horn, Catherine
Titel	Equity and Higher Education Access in Chile. The High School Ranking Admission Policy Results from the Perspective of Its Program Theory.
Quelle	In: Higher education policy, 39 (2026) 1, S. 56-77Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0952-8733; 1740-3863
DOI	10.1057/s41307-024-00349-0
Schlagwörter	Soziale Lage; Lehre; Studium; Hochschule; Studentenschaft; Student; Ausland; Chile
Abstract	The High School Ranking (HSR) is an equity admission policy aimed at increasing the enrollment of high-performing students from disadvantaged educational contexts in selective universities in Chile. We evaluate the degree to which the HSR program theory holds by exploring expectations, motivations, and college applications of students from low-performing schools. Using a survey (N = 1.831) and Structural Equation Modeling (SEM), we explore how high school students from low-academic contexts compare to peers from more advantageous settings regarding expectations and academic motivation associated with the HSR policy. Also, using regression discontinuity design (RDD), we analyze whether the reception of the HSR bonus raises the application rates of high-performing students from disadvantaged educational contexts. Our results show that although students from low-performing schools have higher expectations associated with HSR, they have lower levels of academic motivation and perform fewer actions to improve their HSR compared to their pairs from more advantageous school settings. Also, the HSR score bonus is not associated with improving college application rates of high-performing students from low-performing high schools. These results expand previous evidence on HSR using a comprehensive design that unveils the connection between socioeconomic and motivational variables in students' behaviors, challenging the assumptions of a higher education equity initiative. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/4