Chile’s Inclusion Law: the arduous drive to regulate an unequal education system, 2006–19
Name
Chile s Inclusion Law the arduous drive to regulate an unequal education system 2006 19.pdf
Description
Published version
Size
2.18 MB
Format
Adobe PDF
Checksum (MD5)
a60303a308e6094cfc4fdcb336bb1e88
Author(s)
Cummings, Peter MM
Mizala, Alejandra
Schneider, Ben Ross
Date Issued
April 16, 2025
Journal
Educational Review
Publisher
Taylor & Francis
Citation
Cummings, P. M. M., Mizala, A., & Schneider, B. R. (2025). Chile’s Inclusion Law: the arduous drive to regulate an unequal education system, 2006–19. Educational Review, 77(3), 764–789.
Version
Final published version
Abstract
Chile’s Inclusion Law, passed in 2015, significantly increased government regulation of one of the most privatised education systems in the world and provided major redistributive benefits. How did Chile’s government succeed in passing and implementing this legislation in the face of a powerful and cohesive opposition? Our study finds that student protesters served as the initial impetus, shaping the education debate and increasing the political salience and urgency of education reform. In line with power resource theory, other left movement organisations and voters used their power to support redistributive education reform, and Bachelet’s centre-left coalition followed through on its mandate by proposing the Inclusion Law. Also, a well-connected policy network helped articulate problems with the status quo and shaped the specifics of the education bill. To develop this argument, the paper draws on historical information on the student movement in Chile, quantitative data on education stakeholder appearances in the press, public opinion surveys, and detailed analysis of the 13-month legislative proceedings – to explain the law’s passage in congress. To underscore the significance of the Inclusion Law and to contextualise the Chilean case, the paper also compares Chile to other countries with nation-wide school choice systems.
MIT Department
Massachusetts Institute of Technology. Department of Political Science
Terms of Use
Creative Commons Attribution-NonCommercial-NoDerivatives
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DOI of Published Version
https://doi.org/10.1080/00131911.2023.2234661
