Abstract

The objective of the present study was to determine the association of academic performance with personal and social development indicators in Chilean schools from the results of the 2016 national education study and to determine the relationship of these results with the schools’ socioeconomic background. The results from 2891 schools that participated in the 2016 national education study were analyzed. This examination considered academic performance (2016 vs 2015) and personal and social development indicators. The indicators with values ≤ 70 were associated with unimproved academic performance (i.e., maintained or decreased). Moreover, the indicators had a greater correlation with academic performance on low/middle-low socioeconomic background Schools. This finding may be useful in the discussion and implementation of public policies in Chile.