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Grading Education: Getting Accountability Right

Informed by the ideology of ‘deliverology’, performance measurement has become a core component of how English schools are held accountable for the quality of their provision. A wealth of research ...

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What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education

An important dimension of international comparative analysis in education is studying the models of regulation that structure the way in which educational provision is organized. The specialized literature has defined three predominant regulatory models: the traditional bureaucratic professional model, the quasi-market model inspired by neoliberal thought, and the evaluative state model linked to the notion of new public management. This paper seeks to contribute to this line of analysis by studying the evolution of the Chilean education system since 1980. We describe and analyze the models of regulation that have governed Chilean education and their expression in educational reforms and policies; we assert that Chile has adopted all three mentioned models. We also identify some of the principal consequences of these policies: a highly atomized, privatized, and socioeconomically segregated school system; an improvement in access to education and the conditions for the educational process; and an increase in learning outcomes, despite starting from very low levels and stalling during the past decade while remaining highly unequal in character. Thus, we propose some hypotheses to interpret those changes, relating them to the models of regulation as well as the policies previously analyzed. Overall, we affirm that the market and evaluative state models have achieved modest positive effects while producing relevant undesirable consequences. We conclude the paper with a reflection on the character of the particular hybridization of regulatory models developed in Chile, and the types of policy we believe should be prioritized to improve quality, increase innovation, and diminish inequity.

Models of regulation, education policies, and changes in the education system: a long-term analysis of the Chilean case

espanolLa difusion de conocimientos, es una de las tareas centrales de toda universidad que se precie de tal, y en ese sentido, apoyar la publicacion de los resultados de una investigacion en una revista cientifica, es crucial cuando se trata de mejorar la generacion de nuevos saberes. En este orden de cosas, este trabajo se planteo como proposito central describir la experiencia y las acciones de apoyo a la produccion de articulos cientificos, desarrollada por nucleos conformados por docentes con produccion inicial en la sede regional de una universidad estatal, cuya casa central se ubica en el extremo norte de Chile. Con un alcance exploratorio, la observacion se focalizo en indicadores, interpretaciones y descripciones de los participantes, obtenidos a traves del analisis documental y entrevistas semiestructuradas. Los resultados evidencian logros importantes en lo que a produccion de articulos se refiere, los que se combinan con la positiva significacion de la experiencia relatada por los colaboradores y la disposicion institucional que operacionalizo medidas y acciones para estimular el esfuerzo academico hacia el desarrollo de la investigacion y difusion cientifica. Se concluye que una apropiada planificacion y la implicacion efectiva de todos los actores institucionales posibilitan el exito de cualquier meta trazada. EnglishKnowledge diffusion, is one of the main tasks of any university that praises themselves as such, and with that in mind, supporting the publication of scientific research results is crucial when it comes to improving new knowledge production. In this order, this research has set as main purpose to describe the experience and actions of support to the production of scientific articles, made in centers conformed by professors with initial production in the regional campus of a state university whose main campus is located in the north of Chile. With an exploratory approach, observation was focused on indicators, interpretations and descriptions of the participants, obtained through the documentary analysis and semi-structured interviews. The results show important achievements in terms of article production, which are combined with the positive significance of the experience reported by the collaborators and the institutional disposition that operationalized measures and actions to stimulate the academic effort towards the development of research and scientific diffusion. It is concluded that proper planning and the effective involvement of all institutional actors enable the success of any goal set.

https://dialnet.unirioja.es/descarga/articulo/7565483.pdf

Acciones tendientes a incrementar la producción científica en la Universidad de Tarapacá-Chile

Using rich administrative data from the Chilean education system, this paper looked at the link between curriculum tracking and social inequalities considering the way that tracking is organised: b...

Vocational education and social inequalities in within- and between-school curriculum tracking

Accountability for high-stakes tests pressures schools to improve test scores. Yet it is often unclear whether schools improve scores through “academic strategies” such as better instruction, or through “non-academic strategies” such as having low-performing students “miss” high-stakes tests. Evaluating the effects of a Chilean high-stakes accountability program, we find that schools doubled the percentage of students who missed the tests, and that the increase in missing test scores was concentrated among students with low grades. Missing test scores exaggerated by 50% the apparent effect of accountability on low-income students, and allowed up to one-fifth of low-scoring schools to avoid accountability for low scores. We find limited evidence that teachers changed their academic practices, such as providing more feedback to students. Much of the program’s effect remains unexplained.

The Response to High Stakes Testing in Chile, 2005-2013: Legitimate and Illegitimate Ways to Raise Test Scores

In 2015, the 25 universities that are members of the association of public universities (CRUCH) received $15.3 million as a reward for performance. The money that each university received depended on its position in the ranking of performance indicators. The performance indicator with the highest weight is the index of productivity (35%), which represents the ratio between the number of indexed publications divided by the number of academics at each university. This index does not distinguish publications by areas of knowledge, by quality or by intellectual author. Because of this, the index has been criticized as an unfair way to rank universities. To study this, we analyze10.377 papers indexed in the Web of Science by CRUCH universities in 2015. Our objective is to study the unintended consequences of the use of indexed publications as an indicator of productivity and estimate its impact on finance equity among universities and topics.

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Producción científica en Chile: las limitaciones del uso de indicadores de desempeño para evaluar las universidades públicas

This article analyzes the communication strategies in the conflicts surrounding the Castilla and HidroAysen projects in Chile. Within this framework, descriptive exploratory research, with an integrated design was performed. The findings revealed simple communication formats that affect the management of the conflict, trust and the development visions, stressing risk communication as important for risk governance.

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Álvaro Quezada-Hofflinger

Papers

The Response to High Stakes Testing in Chile, 2005-2013: Legitimate and Illegitimate Ways to Raise Test Scores

Producción científica en Chile: las limitaciones del uso de indicadores de desempeño para evaluar las universidades públicas

Riesgos, comunicación y conflictos socioambientales por energía en Chile