Social Segregation and Student Cognitive, Social and Emotional Skills

Abstract

This chapter looks at the effects of social segregation on student skills. It first explores the effects on student achievement as measured by math and reading scores and continues to an investigation of the influence on student development of social and emotional skills. A study of the relationship between social segregation and student proficiency in reading and math provides valuable information on how well the secondary school system in Santiago distributes opportunities for all types of students regardless of the school they attend. However, proficiency in math and reading are not the only important skills for the future success of students. Recent literature has focused on the need for students to develop social and emotional skills, such as conscientiousness, grit, resilience, creativity, communication and teamwork or collaboration. This chapter begins by explaining the concepts of cognitive, and social and emotional skills used in the ISCY-Santiago study, and explains their relevance for future student opportunities and for social cohesion more broadly. Next, using ISCY-Santiago data, the chapter examines the relationships between social segregation in Santiago and the levels of social and emotional skills through descriptive and inferential analysis. The multilevel models in this chapter are designed to estimate the extent to which the separation of students by SES in Santiago secondary schools contributes to the student achievement gap and uneven development of student social and emotional skills.