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ABSTRACT
During the last 10 years, a group of selective universities in Chile has started to implement admissions programs that consider the achievement of students in the context of the educational opportunities they have had, thus reducing reliance on the national college entrance exam. This study explores the program theories in a sample of these programs and their effects on access and academic outcomes. We use a mixed method approach: program theory is explored through the analysis of program documents and interviews, and the effects on access and outcomes are explored through descriptive and inferential statistics of institutional data. This study aims to contribute to the research exploring the evolution and outcomes of institutional admission reforms intended to tackle the problem of equity in higher education.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 The national PSU mean score (Math and Language) for all public school students is approximately 580, the overall mean is 550 and the standard deviation is 110.
2 These figures do not include students who applied and are admitted through ‘special admissions,’ which include all applicants to the new institutional programs described in this article. Applicant data on ‘special admissions’ were not available to the researchers. The analysis was done using proportions of the groups of interest within the entire set of applicants and admitted students separately, and therefore is not a longitudinal analysis.