Follow-up of the school admission system (sae) in Chile: how has inclusion insurance worked?

The objective of this work was to explore the characteristics and variation of the School Admission System (SAE) during its implementation years 2018 to 2021. Using quantitative analysis techniques, the profile of families' educational applications in the SAE web platform, especially first pref...

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Autores principales: Padilla Fuentes, Geraldo, Suazo Ruíz, Claudia, Rodríguez Garcés, Carlos
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023
Materias:
Admisión escolar
Inclusión escolar
Segregación educativa
Elección educativa
Educación pública
School admission
School inclusion
Educational segregation
Educational choice
Public education
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/776
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-776
record_format ojs
spelling I15-R208-article-7762025-02-23T21:23:49Z Follow-up of the school admission system (sae) in Chile: how has inclusion insurance worked? Seguimiento al sistema de admisión escolar en Chile: ¿cómo ha funcionado el aseguramiento de la inclusión? Padilla Fuentes, Geraldo Suazo Ruíz, Claudia Rodríguez Garcés, Carlos Admisión escolar Inclusión escolar Segregación educativa Elección educativa Educación pública School admission School inclusion Educational segregation Educational choice Public education The objective of this work was to explore the characteristics and variation of the School Admission System (SAE) during its implementation years 2018 to 2021. Using quantitative analysis techniques, the profile of families' educational applications in the SAE web platform, especially first preferences, the relationship between schools, vacancies and applications, the overall effectiveness of the SAE and student mobility between schools, were analyzed. The results show that parental educational choices are oriented towards private subsidized schools with low presence of priority or vulnerable students, but with high levels of academic achievement; on the other hand, public schools have experienced a steady decline in the number of applications. The conclusions highlight the importance of the SAE for the social and economic inclusion of students in the school system and some concerns about the decline in the choice of public schools. El objetivo de este trabajo fue explorar las características y variaciones que ha experimentado el Sistema de Admisión Escolar (SAE) durante sus años de implementación 2018 a 2021. A través de técnicas de análisis cuantitativo, se revisó el perfil de las postulaciones educativas de las familias en la plataforma web del SAE, especialmente las primeras preferencias, la relación entre colegios, vacantes y postulaciones, la efectividad general del SAE y la movilidad de estudiantes entre colegios. Los resultados muestran que las elecciones parentales educativas se orientan hacia colegios particulares subvencionados con baja presencia de estudiantes prioritarios o vulnerables, pero con altos niveles de rendimiento académico; por su parte, los colegios municipales han experimentado un sostenido descenso en su número de postulaciones. Las conclusiones resaltan la importancia del SAE para la inclusión social y económica de los y las estudiantes en el sistema escolar y algunas preocupaciones sobre el descenso en la elección de colegios públicos. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/776 10.35305/rece.v1i18.776 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 18 (2023) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/776/673 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/776/731 Derechos de autor 2022 Geraldo Padilla Fuentes, Claudia Suazo Ruíz, Carlos Rodríguez Garcés https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Admisión escolar
Inclusión escolar
Segregación educativa
Elección educativa
Educación pública
School admission
School inclusion
Educational segregation
Educational choice
Public education
spellingShingle Admisión escolar
Inclusión escolar
Segregación educativa
Elección educativa
Educación pública
School admission
School inclusion
Educational segregation
Educational choice
Public education
Padilla Fuentes, Geraldo
Suazo Ruíz, Claudia
Rodríguez Garcés, Carlos
Follow-up of the school admission system (sae) in Chile: how has inclusion insurance worked?
topic_facet Admisión escolar
Inclusión escolar
Segregación educativa
Elección educativa
Educación pública
School admission
School inclusion
Educational segregation
Educational choice
Public education
author Padilla Fuentes, Geraldo
Suazo Ruíz, Claudia
Rodríguez Garcés, Carlos
author_facet Padilla Fuentes, Geraldo
Suazo Ruíz, Claudia
Rodríguez Garcés, Carlos
author_sort Padilla Fuentes, Geraldo
title Follow-up of the school admission system (sae) in Chile: how has inclusion insurance worked?
title_short Follow-up of the school admission system (sae) in Chile: how has inclusion insurance worked?
title_full Follow-up of the school admission system (sae) in Chile: how has inclusion insurance worked?
title_fullStr Follow-up of the school admission system (sae) in Chile: how has inclusion insurance worked?
title_full_unstemmed Follow-up of the school admission system (sae) in Chile: how has inclusion insurance worked?
title_sort follow-up of the school admission system (sae) in chile: how has inclusion insurance worked?
description The objective of this work was to explore the characteristics and variation of the School Admission System (SAE) during its implementation years 2018 to 2021. Using quantitative analysis techniques, the profile of families' educational applications in the SAE web platform, especially first preferences, the relationship between schools, vacancies and applications, the overall effectiveness of the SAE and student mobility between schools, were analyzed. The results show that parental educational choices are oriented towards private subsidized schools with low presence of priority or vulnerable students, but with high levels of academic achievement; on the other hand, public schools have experienced a steady decline in the number of applications. The conclusions highlight the importance of the SAE for the social and economic inclusion of students in the school system and some concerns about the decline in the choice of public schools.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2023
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/776
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last_indexed 2025-02-27T05:06:40Z
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