From Parental Preferences to Geography of Opportunities: Analysis of the Factors Shaping Socioeconomic and Academic School Composition.

几十年来，研究人员和政策制定者一直担心（在学校之间）将来自不同社会和经济背景的学生隔离的潜在负面影响。先前的研究强调了对学生学习成绩的潜在负面影响，并强调社会群体的分离是对社会凝聚力的威胁。在引入“择校”政策的教育系统中，对学校构成的关注尤其重要，因为它们可能会加剧社会群体的分离。择校政策背景下的几个因素可能会影响学校的社会经济结构，加剧学生的分化。首先，来自弱势家庭的家长从择校中获益较少，因为他们更有可能基于“成本相关”因素而不是学校的质量来做决定。此外，低收入家庭在选择居住地以外的学校或搬到有更好质量学校的社区时，会遇到更大的限制。其次，有更高动机和能力的学生的家庭可能会追求进入高质量的学校，这样他们就可以和其他具有相似社会经济和学术特征的孩子一起，造成教育系统的分层。第三，来自弱势家庭的家长往往管理或了解的关于学校质量的信息较少，并且有更有限的选择。最后，不仅是家庭，学校也可能推动这一隔离进程。如果对私立学校的管理不够严格，学校可能会有动机建立选拔程序，只录取学术能力最高的学生或属于特定社会团体（例如宗教团体）的学生。这个项目深化了我的博士研究成果，主要是分析智利学校系统中学生的隔离以及同学的社会经济和学术特征的影响。一方面，我的研究成果将准备在学术期刊上发表，并与对学校作文问题感兴趣的学者分享。在这方面，研究结果将在英国和其他国家的学术会议、研讨会和讲习班上发表。研究结果还将通过在线非学术平台向普通受众传播。另一方面，将利用最近在智利实施的新学校录取系统对该主题进行新的研究。这项新计划预计将减少智利教育系统的高度隔离。这些新的学生水平数据集可以更好地了解推动学校构成和隔离动态的因素。将利用这些数据库进行新的研究，并向学术界和非学术界的读者介绍。

For decades, researchers and policymakers have been concerned about the potential negative effects of the (between schools) segregation of students from different social and economic backgrounds. Previous research has highlighted the potential negative effects on the students' academic performance and has stressed that the separation of social groups as a threat to social cohesion. Concerns about school composition are particularly relevant in educational systems that introduce 'school choice' policies, as they may accentuate the separation of social groups. Several factors in the context of school choice policies may affect the schools' socioeconomic structure and contribute to exacerbating the segmentation of the students. First, parents from disadvantaged backgrounds may benefit less from school choice because they are more likely to base their decisions on 'cost-related' factors rather than the quality of the school. Moreover, low-income families experience greater limitations when choosing schools outside their area of residence or moving to a neighborhood with an offer of better quality schools. Second, the families of students with higher motivation and ability may pursue enrolment in high-quality schools so they can join other children with similar socioeconomic and academic characteristics, causing stratification of the educational systems. Third, parents from disadvantaged backgrounds tend to manage or understand less information about the quality of the schools and have a more limited set choice. Finally, not only families but schools may drive this process of segregation too. If regulations on the operation of private schools are not strong enough, schools may have incentives to establish selection procedures to admit only students with the highest academic ability or which belong to specific social groups (e.g. religious).This project deepens the findings of my doctoral research, which focused on analysing the segregation of students in the Chilean school system and the effects of the socio-economic and academic characteristics of the classmates. On the one hand, the results of my research will be prepared for publication in academic journals and shared with scholars interested in the issue of school composition. In this regard, the findings will be presented in academic conferences, seminars, and workshops both in England and other countries. Results will be also disseminated to general audiences through online non-academic platforms. On the other hand, new research on the topic will be conducted using the new schools' admission systems recently implemented in Chile. This new scheme is expected to reduce the high levels of segregation of the Chilean educational system. These new student-level datasets allow a better understanding of the factor driving the schools' composition and the dynamics of segregation. New research will be conducted using these databases and presented to both academic and non-academic audiences.