Institution-level admissions initiatives in Chile: enhancing equity in higher education?

References

• Allen, J., S. B. Robbins, A. Casillas, and I.-S. Oh. 2008. “Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness.” Research in Higher Education 49: 647–64. doi: 10.1007/s11162-008-9098-3
   Web of Science ®Google Scholar
• Amigo, B., P. Barba, C. G. Bravo, C. Coddou, R. Devés, F. Figueroa, C. Lagos, et al. 2011. Towards a policy in equity and inclusion in University of Chile. Report to the University Council. http://propedeutico.usach.cl/Documentos_files/EquidadConsejoUChile.pdf
   Google Scholar
• Atkinson, R., and P. Pelfrey. 2004. Rethinking Admissions: US Public Universities in the Post-Affirmative Action Age. Center for Studies in Higher Education Research and Occasional Paper Series. Berkeley: University of California, Berkeley.
   Google Scholar
• Bosque, G. 2011. “The Expectations of Propaedeutic Program Participants at the Technical High School President Pedro Aguirre Cerda in Rancagua and the Relationship with Outcome Indicators.” Master degree thesis, University of Santiago, Chile.
   Google Scholar
• Cardoso, C. B. 2008. “Efeitos da política de cotas na Universidade de Brasília: Uma análise do rendimento e da evasão.” Masters thesis, Department of Education, UnB.
   Google Scholar
• Castro, P. 2010. “Special Admissions: More Diversity, An Opportunity for the Psychology Major of the Social Sciences Department at the University of Chile.” In Diagnostic and Design of Interventions for Equity in Universities, edited by CINDA, 231–242. Santiago: CINDA.
   Google Scholar
• Castro, P., A. Antivilo, C. Aranda, C. Castro, C. Lizama, J. Williams, and H. De Torres. 2012. “The Effect of the Cupo de Equidad Program in University of Chile Psychology Major.” Revista Inclusión Social y Equidad en la Educación Superior (ISEES) 10: 161–74.
   Google Scholar
• Catalán, X. 2013. “ Admissions to the University through a Special Admissions Program: the Perspective of the Students and their Families.” Revista ISEES, 13, 53–69.
   Google Scholar
• Centro de Microdatos. 2008. Final Report of the Study About Causes of University Dropout. Santiago: Departamento de Economía Universidad de Chile.
   Google Scholar
• Cifuentes, L. A., M. Bennett, and C. del Río. 2012. “ An Experience of Inclusion and Excellence in the Engineering School of Pontifical Catholic University of Chile.” Unpublished Manuscript.
   Google Scholar
• Contreras, D., S. Gallegos, and F. Meneses. 2009. Predictors of College Performance: Does Relative Ability Matter? Calidad en la Educación N. 30, July 2009.
   Google Scholar
• Decreto Exento. 2013. 0037274 About Approval norms for the 2014 Admissions Process in Undergradraduate Majors and Programs that Related to Special Admissions of Students for Diversity and Inclusion at the University of Chile. Santiago, Universidad de Chile.
   Google Scholar
• Deo, M. E. 2012. “The Promise of Grutter: Diverse Interactions at the University of Michigan Law School.” Michigan Journal of Race and Law 17 (1): 63–120.
   Google Scholar
• Devés, R., C. Castro, M. Mora, and R. Roco. 2012. “The Priority Access System for Educational Equity at the University of Chile.” Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana 49 (2): 46–64. doi: 10.7764/PEL.49.2.2012.5
   Google Scholar
• Dirección de Análisis Institucional UC. 2014. “Analyses of Results of BEA and T+I Students.” Unpublished Document.
   Google Scholar
• Dirección de Bienestar Estudiantil Universidad de Chile. 2013. “ Special Admissions System at the University of Chile, SIPEE. [Powerpoint Slides].”
   Google Scholar
• Donaldson, S. I. 2007. Program Theory-Driven Evaluation Science: Strategies and Applications. New York: Erlbaum.
   Google Scholar
• Donaldson, S. I., and L. E. Gooler. 2003. “Theory-driven Evaluation in Action: Lessons From a $20 Million Statewide Work and Health Initiative.” Evaluation and Program Planning 26: 355–66. doi: 10.1016/S0149-7189(03)00052-1
   Web of Science ®Google Scholar
• Figueroa, L., and M. González. 2011. “ Program ‘Propaedeutic USACH-UNESCO’. ‘New Hope, Better Future’.” Unpublished Document.
   Google Scholar
• Figueroa, L., and M. González. 2012. “ Program ‘Propaedeutic USACH-UNESCO’. ‘New Hope, Better Future’”. Unpublished Document.
   Google Scholar
• Fitzpatrick, J. L., J. R. Sanders, and B. R. Worthen. 2011. Program Evaluation: Alternative Approaches and Practical Guidelines. 4th ed. New York: Pearson.
   Google Scholar
• Flores, S. M., E. Trevino, J. Scheele, and N. Honey. 2014. “ Affirmative Action Programming in Chilean Higher Education: Examining the College Persistence of Low-Income Students in Selective Universities.” Manuscript under review.
   Google Scholar
• Francis, A. M, and M. Tannuri-Pianto. 2012a. “The Redistributive Equity of Affirmative Action: Exploring the Role of Race, Socioeconomic status, and Gender in College Admissions.” Economics of Education Review 31: 45–55. doi: 10.1016/j.econedurev.2011.08.005
   Web of Science ®Google Scholar
• Francis, A. M, and M. Tannuri-Pianto. 2012b. “Using Brazil’s Racial Continuum to Examine the Short-Term Effects of Affirmative Action in Higher Education.” Journal of Human Resources 47 (3): 754–84. doi: 10.1353/jhr.2012.0024
   Web of Science ®Google Scholar
• Fundación EQUITAS. 2010. “ Registrar System for Inclusion and Diversity-SIRID [PowerPoint Slides].”
   Google Scholar
• Geiser, S., and M. V. Santelices. 2007. “Validity of High School Grades in Predicting student Success Beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes.” CSHE.6.07Research & Occasional Paper Series, Center for Studies on Higher Education, University of California, Berkeley. http://cshe.berkeley.edu/publications/docs/ROPS.GEISER._SAT_6.12.07.pdf
   Google Scholar
• Gil, F. J., and J. Bachs. 2008. A Successful Experience of Inclusive Higher Education. http://www.propedeutico.cl/documento.aspx?id=120
   Google Scholar
• Gil, F. J., and C. del Canto. 2012. “The Case of the Propaedeutic Program at University of Santiago de Chile.” Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana 49 (2): 65–83. doi: 10.7764/PEL.49.2.2012.6
   Google Scholar
• Harris, A. L, and M. Tienda. 2012. “Hispanics in Higher Education and the Texas Top 10% Law.” Race and Social Problems 4 (1): 57–67. doi: 10.1007/s12552-012-9065-7
   PubMedGoogle Scholar
• Horn, C. 2012. “Percent Plan Admissions: Their Strengths and Challenges in Furthering an Equity Agenda.” Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana 49 (2): 31–45. doi: 10.7764/PEL.49.2.2012.4
   Google Scholar
• Horn, C. L., and S. M. Flores. 2003. Percent Plans in College Admissions: A Comparative Analysis of Three States’ Experiences. Cambridge, MA: The Civil Rights Project at Harvard University.
   Google Scholar
• Hsieh, H., and S. E Shannon. 2005. “Three Approaches to Qualitative Content Analysis.” Qualitative Health Research 15: 1277–88. doi:10.1177/1049732305276687.
   PubMed Web of Science ®Google Scholar
• Hurtado, S. 2003. Preparing College Students for a Diverse Democracy: Final Report to the U.S. Department of Education. Ann Arbor, MI: Center for the Study of Higher and Postsecondary Education.
   Google Scholar
• Kain, J., D. O’Brien, and P. Jargowsky. 2005. “ Hopwood and the Top 10 Percent Law: How They Have Affected the College Enrollment Decisions of Texas High School Graduates.” Report to the Andrew W. Mellon Foundation. The Texas Schools Project, The University at Dallas.
   Google Scholar
• Koljatic, M., and M. Silva. 2012. Opening a side-gate: engaging the excluded in Chilean higher education through test-blind admission. Studies in Higher Education. Accessed July 12, 2013. http://www.tandfonline.com/doi/pdf/10.1080/03075079.2011.623299
   Google Scholar
• Long, M. C, V. Saenz, and M. Tienda. 2010. “Policy Transparency and College Enrollment: Did the Texas top ten Percent Plan Law Broaden Access to Public Flagships?” The ANNALS of the American Academy of Political and Social Science 627 (82): 82–105. doi: 10.1177/0002716209348741
   PubMed Web of Science ®Google Scholar
• Long, M. C, and M. Tienda. 2008. “Winners and Losers: Changes in Texas University Admissions Post-Hopwood.” Educational Evaluation and Policy Analysis 30 (3): 255–80. doi:10.3102/0162373708321384.
   PubMed Web of Science ®Google Scholar
• Manzi, J. 2006. “Segmented Access to Higher Education in Chile.” In Avenues for Equity in Access to Higher Education, edited by P. Díaz-Romero, 187–204. Santiago: Fundación Equitas.
   Google Scholar
• Milem, J. F. 2003. “The Educational Benefits of Diversity: Evidence From Multiple Sectors.” In Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities, edited by M. J. Chang, D. Witt, J. Jones, and K. Hakuta, 126–169. Stanford, CA: Stanford University Press.
   Google Scholar
• Milem, J. F., and K. Hakuta. 2000. “The Benefits of Racial and Ethnic Diversity in Higher Education: Featured Report.” In Minorities in Higher Education: Seventeenth Annual status Report, edited by D. Wilds, 39–67. Washington, DC: American Council on Education.
   Google Scholar
• Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis. 2nd ed. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Ministry of Education Research Center. 2013. Consideration of the High School Ranking in the 2013 University Admissions Process: analysis in light of the Admissions Test Scores. Serie Evidencias, Año 2, N° 13, Santiago. http://centroestudios.mineduc.cl/tp_enlaces/portales/tp5996f8b7cm96/uploadImg/File/A2N13_RankingPSU.pdf
   Google Scholar
• Montejano, D. 2004. Access to the University of Texas at Austin and the ten percent plan: A three-year assessment. University of Texas at Austin. Accessed June 2, 2012.http://www.utexas.edu/student/admissions/research/montejanopaper.html
   Google Scholar
• Moya, C. 2011. “Equity in the Access to Higher Education: “the Equity Slots” at the Social Sciences Department of University of Chile.” Calidad en la Educación 35 (2): 255–75. doi: 10.4067/S0718-45652011000200011
   Google Scholar
• Niu, S., and M. Tienda. 2010. “Minority Student Academic Performance Under the Uniform Admission law: Evidence from University of Texas at Austin.” Educational Evaluation and Policy Analysis 2010 32 (44): 44–69. doi: 10.3102/0162373709360063
   PubMed Web of Science ®Google Scholar
• Pascarella, E. T., and P. T. Terenzini. 2005. How College Affects Students: a Third Decade of Research. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Patton, M. Q. 2002. Qualitative Research and Evaluation Methods. London: Sage Publications.
   Google Scholar
• Pearson, (2013). “ Evaluation of the Chile PSU. Final Report.”
   Google Scholar
• Readi, P. 2011. “Characterizing the Management Systems of Propaedeutic Programs in Higher Education. The Cases of University of Chile, Catholic University Silva Henríquez and the University Alberto Hurtado.” Master degree thesis, USACH, Santiago, Chile.
   Google Scholar
• Rogers, P., A. Petrosino, R. Huebner, and T. Hacsi. 2000. “ Program Theory Evaluation: Practice, Promise, and Problems.” New Directions for Evaluation, 2000 (87): 5–13.
   Google Scholar
• Santelices, M. V., C. Horn, and X. Catalán. 2016. Considering Equity in the Admissions to Higher Education Through the Use of the High School Ranking: Theories of Action, Implementation and Results. Final Report Project 811340. Santiago: Ministry of Education.
   Google Scholar
• Sistema de Ingreso Prioritario de Equidad Educativa. 2011. “ Results Report at the End of the Application Process.” Unpublished Document.
   Google Scholar
• Stephens, N. M., T. N. Brannon, H. R. Markus, and J. E. Nelson. 2015. “Feeling at Home in College: Fortifying School-Relevant Selves to Reduce Social Class Disparities in Higher Education.” Social Issues and Policy Review 9 (1): 1–24. doi: 10.1111/sipr.12008
   Web of Science ®Google Scholar
• Suchman, E. 1967. Evaluative Research. New York: Sage.
   Google Scholar
• Talent and Inclusion. 2012. “Engineering at the Catholic University of Chile: Growing in Talent and Diversity.” Accessed July 18, 2013. http://www.talentoinguc.cl/pdf/informealumnos.pdf
   Google Scholar
• University of California. 2002. Eligibility in Local Context Program Evaluation Report Prepared for May 2002 Regents Meeting. Univeristy of California.
   Google Scholar
• Villalobos, C., E. Treviño, I. Wyman, and J. Scheele. 2017. “Social Justice Debate and College Access in Latin America: Merit or Need? The Role of Educational Institutions and States in Broadening Access to Higher Education in the Region.” Education Policy Analysis Archives 25 (73): 1–26.
   Google Scholar
• Weiss, C., and M. Mark. 1995. “Nothing as Practical as Good Theory: Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families.” In New Approaches to Evaluating Community Initiatives Volume 1: Concepts, Methods, and Context, edited by J. P. Connell, A. C. Kubisch, L. B. Schorr, and C. H. Weiss, 65–92. Washington, DC: Aspen Institute.
   Google Scholar
• Zárate, C. 2011. “Description of Teaching Practices of University Instructors Who Work in Special Admissions Programs at University of Santiago, Catholic University Silva Henríquez and University Alberto Hurtado.” Master degree thesis, USACH, Santiago, Chile.
   Google Scholar
• Zwick, R. 2012. “The Role of Admissions Test Scores, Socioeconomic Status, and High School Grades in Predicting College Achievement.” Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana 49 (2): 23–30. doi: 10.7764/PEL.49.2.2012.3
   Google Scholar