This study characterizes students of the 2017 cohort that were prepared, admitted and supported by the Programa de Acompañamiento y Acceso Efectivo a la Educación Superior (PACE), in contrast to a control group of students; focusing on their academic performance in three Chilean universities: Universidad Católica del Norte, Universidad de Santiago de Chile and Universidad Católica de Temuco. In agreement with the PACE model design, statistical differences in school vulnerability and Pruebas de Selección Universitaria (PSU) scores in both groups are extremely high; however, the differences in marks are not statistically significant. The results also depict that, in general, to each of the PACE group student corresponds one of the control group with similar final marks but, however, with 200 to 300 more score points in the PSU test. The study allows to assess as a whole the relevance and impact of the three components of the PACE program: preparation at the high school level, the PACE access system, and the effectiveness of the students’ support activities.

Academic performance; Educational opportunities; Higher education; Access to education.