REICE 2013 - Volumen 11, Número 2
Preferential School Subsidy in Chile:
Effort to Balance Macro and Micro Educational Policy

Raczynski and Muñoz (2007) analyzed the Chilean educational reform, its achievements and pending issues, from the perspectives of school improvement and effectiveness.  The main conclusion was  that  the Chilean reform had  had little effects within schools and class rooms. The pending policy challenge, therefore, was to find a way to create the urgency of change  among school stakeholders and commit them to school improvement. The present article analyzes the Law of  Preferential School Subsidy (SEP) in implementation since 2008. Four hypothesis guide the  analysis: i) SEP implies a paradigm shift,  a new way in Chile  of  understanding school improvement and a new relationship between the state, school administrators and schools; ii) the strength and way with which SEP intervenes the educational system is modifying the functioning of schools, principals, teachers and other stakeholders; iii) the SEP law creates new  “actors” in the system, and modifies the role and interrelationships among preexistent actors; and iv) SEP anticipates a new institutional order and is  prelude to a novel system of accountability presently being installed in the country.

Key words
Educational policy, educational improvement, effectiveness, disadvantaged schools, school segregation, educational change, policy analysis, policy implementation, accountability, capacity building, expenditure per student, Chile.
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Raczynski, D., Muñoz, G. Weinstein, J. y Pascual, J.(2013). Subvención Escolar Preferencial (SEP) en Chile: un Intento por Equilibrar la Macro y Micro Política Escolar. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(2), 164-193.
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