Resumo

HERNANDEZ-FERNANDEZ, Jimena. Admission and socioeconomic selection in high school. Perfiles educativos [online]. 2020, vol.42, n.170, pp.22-39.  Epub 04-Fev-2021. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2020.170.59322.

The different kinds of admission processes used to access high school (EMS by its acronym in Spanish) can affect the socioeconomic makeup of incoming students. This article investigates whether the use of admissions exams or the lack of them (direct admission) promotes a differentiated socioeconomic composition in the student body. The current analysis was developed using PISA 2012 data and exploring the changes in the distribution of the socioeconomic status of Mexican students between middle school (lower secondary education) and high school (upper secondary education) in relation to the admission processes in place. The results reveal that in the states with direct admission, students from more disadvantaged strata are more proportionally represented, while the entities in which a unique entry exam is applied to all students favor the admission of students from society’s middle strata. The analysis also highlights that in the states with admission tests students from higher social strata become considerably less represented in public schools, which means there is a high migration to private schools in the transition between middle school and high school.

Palavras-chave : High school; Admission; Entry exam; Social selection; PISA.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )