Relationship between the results of the standardized tests and the socio -economic level in Chile
Introduction
Education is the process of providing learning and obtaining knowledge, values, habits, beliefs and skills from a group of individuals that transfen them to others, through the teaching that takes place in both informal and formal contexts. In turn, it is a complex human and cultural process, since to establish its definition and its purpose it is unavoidableinterdependence and link with others and with the set.
If attention focuses on the school stage and its educational systems are mainly two types of schools, each with different qualities. In the first place, there are public schools that are free and in these the compulsory education imposed by the country’s government is given. Second, there are private institutions that must follow the country’s program, but with freedom to establish optional subjects, operating standards, extracurricular activities and their own ideology.
Developing
In developed countries, the educational system that prevails both preschool and school is the public, which are practically fully financed with municipal resources, and with a contribution that exceeds 40% of its income. This educational system achieves that schools have very important effects on the delivery of opportunities to children of different social strata and conditions, thanks to the high quality standards they possess, due to the high investment both in infrastructure and in teachers of the highestlevel .
However, if this same analysis is taken to Chilean lands, a totally different context is appreciated from that above, in which people access the education system that their families can acquire. In which the registration of state education schools does not exceed 38%, well below the world average of 82%. In addition, abysmal differences are observed in the quality of education between these. That said, it is quite relevant what is happening in the Chilean educational system, since it is only enoughOvercome municipal ones in 143 points in mathematics and 120 in language.
The authors who have studied the relationship between standardized evidence and socioeconomic level in Chile are varied. In this context, the following literature review aims to evaluate the dependence between standardized tests at the socioeconomic level in Chile. To do this, the results obtained in eight Chilean studies that analyze this correlation will be described. First, it begins with the contextualization of standardized tests in Chile. Second, the results obtained in various empirical studies that will analyze this correlation are reviewed, to finally propose conclusions related to the link between the socioeconomic level and the standardized tests in Chile.
Standardized tests and socioeconomic level
Bravo, Contreras and Sanhueza carry out a production function model where later, through economic studies, they manage to conclude that the trends of annual averages hide broad inequalities between scoring percentiles. In addition, they mention that the averages show inequalities between dependencies, in which greater scores obtained in private establishments than in the public are observed, which is partly due to the fact that the socio -economic characteristics are statistically significant variable to explain the performance of thestudents in different types of educational establishments.
With the above, it can be evidencesocioeconomic and their intellectual capacity.
Second, the text "tell me which school you studied and I will tell you what CI you have" by Ricardo Rosas tries to demonstrate that intelligence is the result of the education that is received and not something innate of each person. This event has important effects in a country where inequality prevails between rich and poor people, since it condemns children with limited resources to acquire a lower amount of cognitive skills. Of the many issues that the book addresses, it highlights what happens with the university selection test, which, being a standardized examination, notes how unequal the system is and reflects it in the students’ conditions, as it favorsThose who have had more opportunities.
Third, the text “The standardized evaluation systems in Chile” Jaime Caiceo tries to explain how the Chilean educational system has analyzed the quality of its students for more than two decades. Interviews were conducted with the main interested parties and official data of the SIMCE were analyzed. In addition, the perspective based on argumentation, the unitary concept of validity and the evaluation of interpretations of all those interested in the process was considered. The main conclusions that were reached were that SIMCE does not fulfill those most equity purposes of the educational system and generates negative consequences in the most vulnerable sectors (Caiceo, 2014).
Inequality mitigation strategies
Lately in Chile it has tried to advance in the granting of the same opportunities for all students, independent of their social stratum. For example, Larrouuu, Ríos and Mizala analyze the effect of the incorporation of the ranking of notes in the selection of students for university education in Chile. The study identifies the characteristics of the groups of students benefited and harmed by the measure. In particular, the effect of different weighing strategies of the notes ranking in the composition of the students selected in the higher education schools are evaluated.
Likewise, the effect of the effective increase in the weight ranking of notes in the 2014 admission process is evaluated. Although the entry and exit of students of the system is not of great magnitude, it is concluded that the ranking of notes does induce a certain degree of gender equity and by socioeconomic level in access to higher education.
Universities have also taken measures to capture students with academic talents from vulnerable schools through alternative roads. The most relevant case found in Chile is the one that the Catholic University implemented, which consists of being a special program that includes academic support, financing, admission roads to guarantee the income and permanence of students who had less opportunities givenits socioeconomic conditions, its name is talent and inclusion.
Another of the measures that the demre took to be ablePerform the special test for professional technicians, which is composed of questions from the three basic sciences, which only consists of the top and second medium. This measure helps to match existing differences, since technical schools do not have in the government program virtually no science time, however, humanistic schools have about six hours a week on average in science classes.
Conclusions
The intelligence or human capital of people is the result of the quality of education received. This can be easily observed when comparing the results between private and municipal schools in standardized tests, since there is a direct relationship between the result of the evidence and the investment made by their parents when financing their studies. Indeed, if the average score difference obtained by a student graduated from an individual and a municipal establishment is 143 points in mathematics. In the language test, meanwhile, students from paid schools obtain a difference in favor of 120 points on average .
Also the results obtained in the SIMCE showed the differences between municipal, subsidized and private schools, because the latter obtain about 10 points more than the first. The biggest difference is in the sixth basic mathematics test, since in this evaluation the paid schools exceed the municipal ones in 17 points.
However, lately measures have been taken to fight against the correlation between the results in standardized tests and the socioeconomic level of people. New measures were created to equate opportunities such as the notes ranking system. In addition, an alternative test for professional technical schools was implemented, which only has subjects seen in first and second medium in the three sciences.
Since the results show exorbitant differences between public and private schools. In addition, the data evaluated are consistent in all types of sample that were analyzed and this difference is seen in all school stages, isn’t it time to ask if the Chilean educational model has generated segregation among its inhabitants? If the empirical data shown are as solid, it is not clear that the current educational system as established today only increases cognitive strata in the country? The answer seems quite obvious: yes.
The only possible solution to this problem, then, to break with the cognitive strata system, is to immediately invest in public education with high quality standards. So that all Chilean citizens manage to access human capital more equitable, and with it a better life. Since a country with greater education has a greater possibility of achieving an advanced development and economic growth, and what is certain, makes the benefits achieved more equitable.
Finally, multiple investigative opportunities were identified that could help improve methodologies to reduce the incidence of the impact generated by the socioeconomic gap in the results of the standardized tests. Mainly, it would be interestingand better educational projects that help improve the Chilean educational project.
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