Students composition in Chilean schools: A multidimensional analysis about diversity in the school system

Abstract

This paper analyze the school composition of the Chilean educational system from a multidimensional perspective, taking into account the socioeconomic, sociocultural, and academic dimensions. Using secondary data, schools were categorized according to the degree of homogeneity or heterogeneity in eleven variables. In addition, a Multiple Correspondence Analysis (MCA) was performed to analyze the relationship between the different variables. The results show four profiles of different school types. Three of them are homogeneous with different levels of socioeconomic and cultural capital (low, middle and high), whilst a fourth group of schools presents high levels of heterogeneity.