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Title page for ETD etd-03202015-140733

Type of Document Master's Thesis
Author West, Rebecca Doxsey
Author's Email Address rwest25@gmail.com
URN etd-03202015-140733
Title The Finance and Administration Rabbit Hole: Examining the Demands of Chilean Student Protestors through Henry Levin’s Framework on School Choice
Degree Master of Arts
Department Latin American Studies
Advisory Committee
Advisor Name Title
Dr. Stella Flores, Ed. D. Committee Chair
Dr. Marisa Cannata, Ph.D. Committee Member
  • Chilean student protests
  • student protests
  • Bases Para un Acuerdo Social por la Educación Chilena
  • School Vouchers
  • School Choice
  • Henry Levin
  • Education System
  • Chile
  • Chilean education reform
  • reforma educacional
  • 1981 voucher system
  • LOCE
Date of Defense 2015-03-23
Availability unrestricted
Amidst student protests that took over the public schools in Chile, student leaders developed an outline of demands for change related to overcoming the vast inequity of opportunity entrenched in the educational system. These were documented in 2011 in the “Bases Para un Acuerdo Social por la Educación Chilena.” This thesis examines the legacy of the voucher system implemented by the former dictator, and the policies which have led to potentially the most segregated education system in the world, and at least among developed countries. Using Henry Levin’s frameworks for vouchers and for the division of responsibilities in a portfolio school district, the work explores the hypothetical consequences of carrying the student demands related to changes in administration and the administration of finances to fruition. Looking at the goals of the student movement, and the “Acuerdo Social,” the author suggests focusing on policy tools which will more directly incentivize changes within the current system rather than attempting a full system change, which could introduce new opportunity for error without solving current problems. In the final chapter, the author provides four criteria for deciding on the appropriate avenues for change, and suggests teacher policy as an area that meets all four criteria.

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