"Efecto de la subvención escolar preferencial sobre la deserción escolar"

Abstract

El sistema educacional chileno ha contado con un sistema de financiamiento vigente desde la década de 1980 consistente en un monto de subvención fijo para los estudiantes que ingresen a la educación pública o particular subvencionada. A partir de 2008, tras la promulgación de la Ley 20.248, comenzó a regir la Subvención Escolar Preferencial (Ley SEP), a la cual los establecimientos educativos pueden adscribir de manera voluntaria. Esta ley les brinda un monto adicional de subvención proporcional a la cantidad de estudiantes prioritarios y preferentes que tenga cada establecimiento a la vez que se les hace firmar un convenio que los compromete a cumplir con una serie de requerimientos ante las autoridades de educación. El presente estudio estima el impacto que ha tenido la incorporación de esta ley sobre la deserción escolar; con este objetivo, se plantea un modelo de diferencias en diferencias. Se obtiene que los alumnos que se encontraron en el grupo tratado post tratamiento presentan una menor deserción escolar que aquellos alumnos que no fueron tratados y se encontraban en el período pre tratamiento.

The Chilean educational system has had a financing system in force since the 1980s consisting of flat vouchers consisting of a fixed subsidy amount for students who enter subsidized public or private education. As of 2008, after the promulgation of Law 20,248, the Preferential School Subsidy (SEP Law) has come into force, to which educational establishments can voluntarily subscribe. This law provides them with an additional amount of subsidy proportional to the number of priority and preferential students that each establishment has, at the same time that they are made to sign an agreement that commits them to comply with a series of requirements before the education authorities. This study estimates the impact that the incorporation of this law has had on school dropout; With this objective, a difference-in-differences model is proposed. It is obtained that the students who were in the post-treatment treated group present less school dropout than those students who were not treated and were in the pre-treatment period.