Summary and Keywords
After over 30 years of a market model for the provision of educational services in Chile, the expansion of private providers financed through state vouchers, a decrease in public school enrollments, and a highly segregated educational system with unequal learning opportunities sparked in 2006 a social movement demanding changes to the model. In this article we discuss three structural reforms implemented between the years of 2008 and 2016 aiming to increase educational quality, reverse declining enrollments in public schools, the inequitable distribution of learning opportunities, and school segregation. The Preferential School Subsidy Law, passed in 2008, acknowledges that students who are growing up under conditions of social exclusion require extra support, thus in addition to the regular voucher a subsidy is provided to vulnerable students. The Law for School Inclusion, approved in May 2015, involves four main components: expansion of state subsidies, elimination of parental co-payment, elimination of for-profit voucher schools, and elimination of school practices to select students. The National System for Teachers’ Professional Development Law, approved in 2016, addresses improvements in teachers’ working conditions as well as more rigorous requirements for university-based initial teacher preparation programs. After presenting the antecedents and key provisions of each law, we analyze their potential impacts and the risk factors that may attenuate them. Three main areas of risks are addressed: externalities, institutional capacities at various levels of the system, and changes in the economic and political support needed for long-term sustainability.
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