Izvorni znanstveni članak
https://doi.org/10.1080/1331677X.2020.1833745
Can higher education admission be more equitable? Evidence supporting the inclusion of relative ranking in the process
Juan Gallegos Mardones
orcid.org/0000-0003-0178-8381
Nelyda Campos-Requena
Sažetak
Many higher education systems require students to take admission exams, which are considered good predictors of academic
performance. However, in Latin America, their use has been
criticised for promoting socioeconomic segregation and favouring
students of higher socioeconomic levels. This research complements the higher education admission process by using alternative measures of relative performance that promote greater
equity in the system and allow access to higher education for
more vulnerable sectors. A longitudinal study of students in Chile
taking the University Selection Test (P.S.U.) and estimations of
ordinary least squares (O.L.S.) in two stages were conducted. We
found that the use of new measures of performance allows those
more vulnerable students from public schools to reach equal and/
or superior levels of relative performance than their peers from
private schools. The practical implications of this research relate
to recognising that good students can also attend public schools
and that those students who have the capability can enter higher
education, independent of their economic situations.
Ključne riječi
academic performance; equity; higher education; ranking; University Selection Test (P.S.U.); S.I.M.C.E.; Chile.
Hrčak ID:
301371
URI
Datum izdavanja:
31.12.2021.
Posjeta: 175 *