Theory of Action and Results. Mara Vernica Santelices 1 Ximena Cataln - PowerPoint PPT Presentation

Institutional Admissions Programs Searching for Equity in Chile´s Higher Education: Theory of Action and Results. María Verónica Santelices 1 Ximena Catalán 1 Catherine Horn 2 1 Pontificia Universidad Católica de Chile 2 University of Houston This research was funded in part by Chile´s Ministry of Education through research Project F811363 and by Conicyt through Project ANILLO SOC1107. 1

Introduction • Admissions criteria to higher education institutions have been traditionally defined by their ability to predict students’ future academic performance . This has been one of the justifications for the use of standardized admission tests (in Chile, the University Selection Test or PSU). • The documentation of the benefits of diversity in the student body (e.g., Deo, 2012; Hurtado, 2003; Milem, 2003; Milem & Hakuta, 2000) and the important gaps observed in performance on standardized test have mobilized interest in a broader set of admission criteria both at the national and institutional level. • Goal of this study: Contribute to the understanding of institutional college admission programs implemented in some of the most selective universities in Chile with the goal to increase equity in access to higher education, focusing on their expected effects and observed effects in their respective institutions. 2

Background • Chile: 60 universities (25 traditional universities), 44 Professional Institutes and 58 Centers for Technical Education. In 2014 the total enrollment in higher education was 1,144,299: 56,4% in Universities, 30,7% in IPs and 12,9% in CFTs. • Students in higher education increased significantly in Chile during the last 25 years: 2014 enrollment was 39,3% (18-24 years old); was 13% in 1990. • Increased Financial Aid at the National and Institutional level • There are significant differences on access by SES : net rate of higher education access (18-24 years old) in the highest income quintile education is 59%, while in the lowest income quintile is only 22% + most high income students attend universities (accredited), while lower income students attend technical institutions. • Admissions indicators at the system level and at the institution level : shifts from processes based mainly on standardized test to broader set of considerations. 3

Literature review • Although there are studies on the effectiveness of institutional admission programs in Chile, these are fragmented by institution (and major). • Studies show mixed results in academic performance of student beneficiaries (Koljatic & Silva, 2012; Talent and Inclusion, 2012;. Castro et al, 2012; Devés, Castro, Mora & Roco, 2012; Trevino, Scheele & Flores, 2014). • There are not comprehensive and cross-sectional studies and none has considered the program theory of action • International research shows that in the US state initiatives promoting the inclusion of disadvantaged groups (outreach, percent plans) may have contributed to increased rates of admission of minority groups in selective (and not selective) public institutions, but there are not conclusive results regarding subsequent academic performance. 4

Research Questions 1) To investigate the expected effects of institutional programs through the programs' theory of action . 2) To assess the effectiveness of institutional admission programs through: 2.1) The study the evolution of the proportion of disadvantaged groups enrolled in the universities under study, 2004 to 2013 2.2) The comparison of the grade point average and the persistence ( academic performance ) of benefiting students with comparable peers at the same institution. 5

Methodology: main features • Sample : Catholic University of Chile, University of Santiago and University of Chile. • Population : all institutions that are implementing institutional admission programs with equity focus, approx. 21. • Mixed methods – Qualitative methodology explored the main program features, theory of action and implementation: document analysis and interviews with key stakeholders (n = 16). – Quantitative analysis explored the effects on the admission rates of disadvantaged students and their subsequent academic achievement using application, admission and academic performance information for the relevant period. 6

Research Questions 1) To investigate the expected effects of institutional programs through the programs' theory of action . 2) To assess the effectiveness of institutional admission programs we: 2.1) Study the evolution of the proportion of disadvantaged groups enrolled in the under study, 2004 to 2013 2.2) To compare the average grade point average and the persistence of students benefiting with comparable peers by institution. 7

Teory of action-Propaedeutic (Univ of Santiago) Components Activities Desired Institutional Desired System-level EffectsEfectos Consequences Recruitment Preliminary contact with schools and recruitment through the web page, Propedeutic programs network webpage, twitter and facebook. Stregthen the Contribute to increase relationship equity in access to higher between the education in Chile institution and Selection into Propedeutic Program based on: a) high Increase society, in the school seniors; b) grade point average from first three access of context of a public years of high school in top 10% of their class; c) since University talented youth freshmen year in the same school d) from vulnerable schools, defined a priori. who usually are not represented Admission Selection based on: Improve the Increase educational higher - PSU scores educational expectations of education secondary students - 100% attendance to the Propedeutic activities. experience of all (coming from university students. - Commitment Letter from parents and students. disadvantage d background) - Grades of 4.0 or higher in all Propedeutic classes (scales goes from 1 to 7). -Rank in the top 5% of the class ordered by Liberal Arts program weighted application score (60% grade Ensure the point average from the first three years of high school, quality of 30% senior year grade point average, 10% grade point average from Propedeutic program). education through diversity. Contribute to improve secondary education Retention quality Ensure the Financial Support: a) fellowship covering paid by Motivate the educational quality USCH (solo pagan matrícula semestral); b) persistence of of the institution complementary funding from municipalities. program through the participants inclusion of talented low Academic support (remedation, tutoring) income students Non-focalized psychological support 8

Expected goals-Institution level Talent & Prope- Objectives Level SIPEE Inclusion déutico 1. ¡Increase ¡the ¡access ¡of ¡disadvantaged ¡talented ¡ students ¡ ¡ 2. ¡Improve ¡ins8tu8onal ¡academic ¡experience ¡ I and ¡educa8on ¡quality ¡ ¡through ¡diversity ¡ ¡ N S 3. ¡Improve ¡ins8tu8onal ¡academic ¡excellence ¡ T through ¡the ¡access ¡of ¡talented ¡students ¡ ¡ I T 4. ¡Ensure ¡the ¡persistence ¡of ¡ ¡benefited ¡students ¡ ¡ U T I 5. ¡Ensure ¡job ¡prospects ¡of ¡benefited ¡students ¡ ¡ O N 6. ¡Strengthen ¡rela8onship ¡between ¡ins8tu8on ¡ and ¡society ¡ 7. ¡Mo8vate ¡an ¡ins8tu8onal ¡ ¡reform ¡(support ¡for ¡ all ¡needy ¡students) ¡ ¡ 9

Expected goals-System level Talent & Prope- Level déutico SIPEE Objec8ves ¡ Inclusion 1. ¡Increase ¡of ¡educa8onal ¡expecta8ons ¡in ¡ high ¡schools ¡ ¡ 2. ¡Contribute ¡to ¡improve ¡secondary ¡ S educa8on ¡quality ¡ Y S 3. ¡Contribute ¡to ¡a ¡more ¡equitable ¡access ¡ T to ¡higher ¡educa8on ¡ ¡ E M 4. ¡Contribute ¡to ¡a ¡more ¡democra8c ¡ society ¡ 5. ¡Provide ¡society ¡with ¡more ¡and ¡beMer ¡ professionals ¡ ¡ 10

Program Components Component Activities Talent & Prope- SIPEE Inclusion déutico Focaliza8on ¡ ¡ Recruitment Previous ¡academic ¡college-­‑related ¡ ac8vi8es ¡with ¡schools ¡ ¡ HS ¡achievement ¡criteria ¡ ¡ Standardized ¡admission ¡test ¡achievement ¡ ¡ Admissions School ¡socioeconomic ¡criteria ¡ ¡ Specific ¡criteria ¡by ¡academic ¡program ¡ ¡ Ins8tu8onal ¡efforts ¡to ¡provide ¡financial ¡ support ¡ ¡ Ins8tu8onal ¡efforts ¡to ¡provide ¡academic ¡ Retention support ¡ ¡ Ins8tu8onal ¡efforts ¡to ¡provide ¡ psychological ¡support ¡ ¡ 11

Research Questions 1) To investigate the expected effects of institutional programs through the programs' theory of action. 2) To assess the effectiveness of institutional admission programs through: 2.1) The study the evolution of the proportion of disadvantaged groups enrolled in the universities under study, 2004 to 2013 2.2) To compare the average grade point average and the persistence of students benefiting with comparable peers by institution. 12