Gender Gap and School Differential Effects in Mathematics in Chilean Primary Schools

Despite the systematic recognition of large gender gaps against girls in mathematics performance in Chile, the role of schools in explaining this gap has been comparatively unexplored. This paper analyses a longitudinal dataset to explore within and between school variation of Chilean primary schools in promoting attainment and progress of girls and boys. In order to reflect the hierarchical nature of the educational data, Multilevel modelling is used, with 163,044 students, nested within 3,355 schools, within 310 Municipalities to fit Raw, Contextualised Attainment and Value-Added models. The results indicate a small but significant gender differential school effect in progress in Chilean primary schools. Moreover, differences in effectiveness played a significant role, as girls over performed boys in less effective schools, but the opposite was true in more effective schools. Finally, the study concludes that the Chilean gender gap needs to be addressed within, but mainly beyond schools

Agregar o no agregar valor contextual en lenguaje: un estudio de caso instrumental en dos establecimientos chilenos de educación media

Este artículo reporta un estudio de caso cualitativo (Stake, 1995) en dos establecimientos secundarios chilenos orientado a examinar los procesos y/o dimensiones que pueden explicar las diferencias observadas en las puntuaciones de Valor Agregado Contextual (VAC) en el sector de lenguaje, ámbito poco estudiado en Chile y más ligado a la efectividad general que las matemáticas (Sammons, Thomas & Mortimore, 1997). Tras el análisis estadístico multinivel (Goldstein, 1995) de una muestra longitudinal de una cohorte de 176.896 estudiantes anidados en 2.283 establecimientos que rindieron el SIMCE en 8º básico y 2º medio en 2004-2006 y sus respectivos cuestionarios familiares, se utilizaron las puntuaciones del VAC para seleccionar un establecimiento que agregó valor y otro que no. Complementando un marco analítico-conceptual preexistente (Scheerens, Glas, & Thomas, 2003), el estudio identificó 11 dimensiones diferentes y 5 similarmente problemáticas en los establecimientos. Estas dimensiones complementan y extienden las conclusiones de un estudio seminal de escuelas efectivas en Chile (Belleï, Muñoz-Stuardo, Pérez, & Raczynski, 2004). Esta nueva evidencia, tentativa y exploratoria, inscribe las características de los establecimientos secundarios chilenos dentro de la literatura más amplia sobre efectividad educacional, buscando contribuir al nuevo marco de evaluación vigente en Chile con el potencial de informar y mejorar las políticas y prácticas educativas

Educational effectiveness in Chilean secondary education:Comparing different ‘value added’ approaches to evaluate schools

This article reports an original investigation into school performance measures and the multilevel nature of pupil achievement data in the Chilean school system using a sample of 177,461 students, nested within 7146 classrooms, 2283 secondary schools and 313 municipalities. The data-set comprised Year 10 students’ 2006 SIMCE test’s results in two subject outcomes (language and maths) matched to their prior attainment in grade 8 and family characteristics. The analyses showed the lack of precision of two-level models to draw conclusions regarding the effectiveness of Chilean secondary schools as well as the extent to which different pupil intake, background and context features of Chilean secondary schools influence students’ performance. The results show substantial and statistically significant municipal, school and classroom effects in Chile, and how the estimation of school effects changes according to the explanatory variables controlled for in the analysis and the outcome analysed. These results are compared with similar studies carried out in Latin America, as well as in other countries (England and China), in order to situate the findings in the broader knowledge base of Educational Assessment and Effectiveness Research

Supply Chain Management and Investment Risk

We use a behaviorally motivated risk-return optimization framework to shed light on the important link between global supply chain management and investors’ risk-return choice. By improving the transparency and sustainability of the global supply chain, firms can reduce the probability of extreme losses, thus increasing investors’ expected utility and asset valuations. In order to effectively address the growing risks firms face in their global supply chains, systemic change is required. Managers can facilitate this change by increasing transparency and sustainability of their supply chains, especially in the area of carbon emissions reduction.We outline existing programs and tools that are leading the way in this regard

Biotechnology: Can the Transatlantic Trade and Investment Partnership reconcile EU and US differences on GMOs?

The US and EU have announced negotiations for a free trade agreement to be completed by end of 2014. While tariff barriers between the two entities are limited, their trade is encumbered with non-tariff barriers (NTBs), one of them being their diverging approach to genetically modified organisms (GMOs) in the agriculture and food industries. The US operates from a science-based perspective while the EU relies on the precautionary principle. This paper reviews the developments of GMOs in both the US and EU and draws on measures outlined in international organizations and recent trade agreements to explore options for the US and EU to reconcile their different perspectives within the framework of the Transatlantic Trade and Investment Partnership (TTIP)

The Minimal Supersymmetric Standard Model: Group Summary Report

CONTENTS: 1. Synopsis, 2. The MSSM Spectrum, 3. The Physical Parameters, 4. Higgs Boson Production and Decays, 5. SUSY Particle Production and Decays, 6. Experimental Bounds on SUSY Particle Masses, 7. References.Comment: 121 pages, latex + epsfig, graphicx, axodraw, Report of the MSSM working group for the Workshop "GDR-Supersym\'etrie",France. Rep. PM/98-4

Exploring gender gap and school differential effects in mathematics in Chilean primary schools

Despite the systematic recognition of large gender gaps in favour of boys in mathematics performance in Chile, the role of schools in explaining this gap has been comparatively underresearched. This paper analyses a longitudinal dataset to explore within- and between-school variation of Chilean primary schools in promoting attainment and progress of girls and boys. In order to reflect the hierarchical nature of the educational data, multilevel modelling is used, with 163,044 students, nested within 3,355 schools, within 310 municipalities to fit raw, contextualised attainment, and value-added models. The weak evidence indicative of gender differential school effect in progress in Chilean primary schools was interpreted as non-substantive. However, differences in effectiveness played a significant role, as girls progressed more than boys in less effective schools, but the opposite was true in more effective schools. Finally, the study concludes that the Chilean gender gap needs to be addressed mainly beyond schools

Rapid Evidence Assessment on Quality Issues in Early Years Education in China

This Rapid Evidence Assessment (REA) aims to map out what academic research has been published in the last decade (2010-2019) about Quality Early Childhood Education (ECE) in China. This choice of focusing on the last decade is based on the fact that since 2010 China defined ECE as a national priority (Li, Deng, and Liu, 2015). Despite much research addressing this topic has been published in Chinese (Hu et al., 2017), the academic production in English is very limited. By describing the extent to which research has permeated the international and global spaces of academia, this corpus can be used to illuminate future policy decision and research. To date, many studies about quality Early Childhood Education have been conducted in Western countries (see for example Anders et al., 2012; Curby et al., 2009; Pianta et al 2008 ; Sylva et al., 2011). Although these studies can provide some insights for ECE in China, empirical evidence that takes into account the country unique cultural and social characteristics is needed because what works in one country may not work in another context. Therefore the current review addresses this gap by examining the following research question: What is known in the scientific literature published in English about quality early years education in China

A Conversation With Patrice Chereau: To Be Closer

October 14, film director Patrice Chereau spoke at Columbia College Chicago as an artist in the Visiting Director Program of the Directing Concentration, Film and Video Department, Columbia College Chicago. This program was co-sponsored by the Chicago International Film Festival. Ron Falzone served as moderator and editor of this work. 25 pages.https://digitalcommons.colum.edu/conversations/1014/thumbnail.jp