Institution-Level Admissions Initiatives in Chile: Enhancing Equity in Higher Education?

Autor/inn/en	Santelices, María Verónica; Horn, Catherine; Catalán, Ximena
Titel	Institution-Level Admissions Initiatives in Chile: Enhancing Equity in Higher Education?
Quelle	In: Studies in Higher Education, 44 (2019) 4, S.733-761 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1398722
Schlagwörter	College Admission; Equal Education; Selective Admission; Institutional Characteristics; Universities; Educational Opportunities; Academic Achievement; College Entrance Examinations; Outcomes of Education; Educational Change; Foreign Countries; Educational Policy; Admission Criteria; Program Implementation; Access to Education; Disproportionate Representation; Grades (Scholastic); Academic Persistence; Majors (Students); Student Characteristics; College Students; Chile + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsselektion; University; Universität; Bildungsangebot; Bildungschance; Schulleistung; Aufnahmeprüfung; Lernleistung; Schulerfolg; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Education; Access; Bildung; Zugang; Bildungszugang; Notenspiegel; Collegestudent
Abstract	During the last 10 years, a group of selective universities in Chile has started to implement admissions programs that consider the achievement of students in the context of the educational opportunities they have had, thus reducing reliance on the national college entrance exam. This study explores the program theories in a sample of these programs and their effects on access and academic outcomes. We use a mixed method approach: program theory is explored through the analysis of program documents and interviews, and the effects on access and outcomes are explored through descriptive and inferential statistics of institutional data. This study aims to contribute to the research exploring the evolution and outcomes of institutional admission reforms intended to tackle the problem of equity in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01