Abstract

Using rich administrative data from the Chilean education system, this paper looked at the link between curriculum tracking and social inequalities considering the way that tracking is organised: between- or within- schools. In particular, it examines the influence of socioeconomic status (SES) on track placement (general or vocational), and gaps in higher education access between graduates from both tracks. Result suggests that in a highly socially differentiated education system such as the Chilean one, within-school tracking diminishes SES segregation between tracks. However, the study does not provide evidence that this specific form of tracking mitigates inequalities between tracks, as measured by access to higher education. Considering only the direct effects of tracking operating through instructional and institutional mechanisms, the access gap between general and vocational tracks increases instead of narrowing. The implications for future research are discussed in light of these finding.