<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982020000400003</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2020.170.59322</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Admisión y selección socioeconómica en educación media superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Admission and socioeconomic selection in high school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Fernández]]></surname>
<given-names><![CDATA[Jimena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigación y Docencia Económicas Programa Interdisciplinario sobre Política y Prácticas Educativas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<numero>170</numero>
<fpage>22</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982020000400003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982020000400003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982020000400003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El tipo de proceso de admisión utilizado en educación media superior (EMS) puede afectar la composición socioeconómica de los estudiantes que ingresan. El artículo investiga si el uso de exámenes de ingreso o la carencia de éstos (admisión simple) promueve una composición socioeconómica diferenciada. El análisis se realiza con datos de PISA 2012. Se exploran los cambios en la distribución en el estatus socioeconómico entre los estudiantes de secundaria y EMS en México según proceso de admisión. Los resultados muestran que en los estados que utilizan admisión simple se favorece proporcionalmente la representación de estudiantes que provienen de estratos más desfavorecidos; mientras que las entidades con examen único favorecen la representación de estratos medios. Asimismo, destaca que en los estados con examen único disminuye en mayor medida la representación de estudiantes del quintil más alto. Ello apunta a que existe una alta migración a escuelas privadas en la transición entre secundaria y EMS.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217;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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación media]]></kwd>
<kwd lng="es"><![CDATA[superior]]></kwd>
<kwd lng="es"><![CDATA[Admisión]]></kwd>
<kwd lng="es"><![CDATA[Examen de ingreso]]></kwd>
<kwd lng="es"><![CDATA[Selección social]]></kwd>
<kwd lng="es"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Admission]]></kwd>
<kwd lng="en"><![CDATA[Entry exam]]></kwd>
<kwd lng="en"><![CDATA[Social selection]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
</kwd-group>
</article-meta>
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