Socioeconomic segregation between and within curriculum tracking

Previous studies have documented social segregation for single types of tracking, but little previous research has compared levels of segregation across different institutional tracking arrangements. This paper uses extensive administrative data of the Chilean educational system to estimate the magn...

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Bibliographic Details
Published inInternational journal of educational development Vol. 87; p. 102493
Main Authors Sevilla, María Paola, Treviño, Ernesto
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.11.2021
Subjects
Chile
Curriculum tracking
Segregation
Vocational education
Curriculum tracking
Chile
Segregation
Vocational education
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Summary:Previous studies have documented social segregation for single types of tracking, but little previous research has compared levels of segregation across different institutional tracking arrangements. This paper uses extensive administrative data of the Chilean educational system to estimate the magnitude and evolution of socioeconomic segregation between- and within-school curriculum tracking. Results indicate that the unequal distribution of students by socioeconomic status between tracks narrows when tracking takes place within schools, mainly in the presence of market incentives that lead schools to focus on particular student populations. •School segregation in contexts of academic and vocational tracking.•Segregation between tracks diminishes when curriculum tracking occurs within schools.•The intensity of market dynamics affects segregation levels between curriculum tracking.
ISSN:0738-0593
1873-4871
DOI:10.1016/j.ijedudev.2021.102493