Levelling the playing field: assessing through equity the quality of Chilean schools

This proposal builds on my PhD "Searching for fairer ways of comparing Chilean secondary schools performance: a mixed methods study investigating contextual value added approaches" (Muñoz-Chereau, 2013a). My research found that pupil intake and contextual features in Chilean secondary schools exert a very powerful influence on students' performance. Therefore, accounting for prior achievement, student background and school context, provides an estimation method that seeks to correct for the extremely unequal Chilean educational playing field. Due to the fact that pupils and teachers are not distributed randomly in Chile, individual student characteristics, are considered to be potentially confounded with those associated with classes or schools groups (Raudenbush & Bryk, 2002). This has proved especially true in the Chilean educational system (Manzi et al, 2011; Meckes & Bascopé, 2012). Given that value added is a technique designed to make fair comparisons between schools (OECD, 2008) by adjusting for various background factors and prior attainment by the individual child, my research challenges the routinely applied rankings implemented in Chile to assess school performance; develops value added models using Chilean secondary schools' data, and uses those results to identify schools practices associated with better performance. Its dissemination will deliver new insights into the quality of Chilean schools; increase local awareness that different 'value added' indicators are needed to assess the quality of schools, and provide methodological tools coupled with evidence-based descriptions of effective schools.
The aim of the fellowship is to improve education -primarily in Chile and potentially in other ODA listed countries in the region such as Argentina- by applying an equity lens when assessing students' performance using value added models. This is needed because although Chile in the last decade has reached the highest per capita average income in the Latin-American region (EEA, 2007), its wealth distribution remains one of the most unequal in the world (Zahler, 2011). Distribution of wealth and its associated inequality, vulnerability and social exclusion remain a serious concern in Chile (OECD, 2011). In this context education is a key element to stop perpetuating inequalities and support sustainable development goals, and the assessment of schools performance plays a crucial role.
During the fellowship, I will carry out activities described in detail in the work plan, including: building on the impacts of the PhD; collaborating with users; disseminating research findings and further extending my publications track record. I will also apply my research related skills, seek opportunities to improve my academic/career development; and conduct additional research directly linked to my PhD.
The outcome of the proposed activities will support social cohesion and will work against educational segregation by describing a more favourable picture of schools that educate pupils coming from more disadvantaged socioeconomic backgrounds. This will help shifting the debate from type of school (public/private), to teaching and quality of school practices. Given that this is not part of the current national assessment framework, Chilean educational policies and practices oriented to tackle educational inequalities will be enhanced and supported. Moreover, recent educational reforms concerning a new evaluation system for schools (Sistema de Evaluación y Orientación del Desempeño de los Establecimientos y sus Sostenedores) as well as a reform for supporting public education (Sistema de Educación Pública) currently under discussion in Parliament, makes this proposal a timely contribution to inform and support these new developments. Finally, by combining equity and quality, Chilean educational system will be provided with information to become a fairer educational system.