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(Schneider et al. 2000; Centro de Estudios Publicos, 1997) rather than observe parental choice
behavior, which often yields different results (Saporito, 2003; Weiher and Tedin, 2002; Buckley
and Schneider 2002).
This study focuses on parental preferences over school characteristics and how these
preferences may affect stratification. We examine the behavior of parents of first grade students
in the Metropolitan Region (R.M.) of Santiago, Chile. Using face-to-face interviews conducted
with a random sample of parents, we asked parents to tell us what they thought was the most
important characteristic when choosing a school. We also asked them to tell us the names of up
to three schools in which they actually considered enrolling their child. We collected objective
indicators for each school in this “choice set.” We then compare what they say is important
(“stated preferences”) to the characteristics of the schools they actually considered (“revealed
preferences”). Analysis of the data suggests that while parents in Santiago say they are seeking
strong academic programs in their children’s schools, they actually shop for schools that are
widely different on academic quality but tightly clustered on socioeconomic dimensions. In
short, as parents choose schools in Chile, class—not the classroom—may matter more.
School Choice In Chile
The Chilean education system provides a unique institutional context in which to explore
parental behavior when given choice. During the 1980s the school system in Chile experienced a
sweeping reform program enacted by the military government (1973-1990). First, the
government decentralized the administration of schools, transferring responsibility for public
school management from the Ministry of Education to local municipalities. Second, the
government altered the financing of public and most private schools. Public schools continued
to be funded centrally, but municipalities started to receive a per-student payment for every child
Convention