Abstract
This study addresses school choice and migration processes of students from academically demanding public schools, in comparison to students from schools with a different profile, in the context of the recently implemented high-school ranking score in the Single Admission System (SUA) of the Council of Rectors (CRUCH), between 2013 and 2014. The work addresses the interactive dimension that underlies the implementation of public policies, referring to the experience of students who, in the transition from secondary to higher education, become actors who make decisions within the framework of a new regulatory scenario. Through interviews with school leaders and students at this juncture, the research approaches a critical case in which student experience is analysed based on their desires, beliefs and opportunities, by means of the Hedström’s DBO model (Desires, Beliefs & Opportunities). The analysis showed that the model performs in terms of its illustrative capacity. However, it is not exhaustive regarding the phenomenon, as new elements emerged that need to be addressed to perform an appropriate analysis.
Highlights
This study addresses school choice and migration processes of students from academically demanding public schools, in comparison to students from schools with a different profile, in the context of the recently implemented high-school ranking score in the Single Admission System (SUA) of the Council of Rectors (CRUCH), between 2013 and 2014
Through interviews with school leaders and students at this juncture, the research approaches a critical case in which student experience is analysed based on their desires, beliefs and opportunities, by means of the Hedström’s DBO model (Desires, Beliefs & Opportunities)
A manera de conclusión, es posible observar que lo interesante del caso, y con cuya reflexión puede aportar la sociología a las políticas públicas, es que la implementación de una medida que, en términos de su construcción, apuntaba a remediar una situación de inequidad, respondiendo a la demanda que en años previos había realizado el movimiento estudiantil, liderado muchas veces por estudiantes de estos mismos colegios, determina la activación —al parecer inesperada— de mecanismos individuales de acción que, de alguna forma, encuentran resquicios para obtener réditos del dispar background educativo que, en términos de logro académico, poseían los estudiantes de los establecimientos emblemáticos
Summary
This study addresses school choice and migration processes of students from academically demanding public schools, in comparison to students from schools with a different profile, in the context of the recently implemented high-school ranking score in the Single Admission System (SUA) of the Council of Rectors (CRUCH), between 2013 and 2014.
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