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7/7 Check the paper, it is open access! The goal was to provide a comparative analysis of stratification/segregation in the most descriptive and reader-friendly way possible, hopefully interesting for a broad audience. Personal experience: it is a big challenge.

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6/7 Implications for equity. Expanding access and reducing financial barriers may be insufficient if resources remain concentrated in institutions that disproportionately enroll affluent students.

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5/7 Research matters, but mainly in the public sector. In public sector, disparities are linked to universities’ research intensities. In the private sector, high-income niches generate higher resources regardless of research. (Figure shows the SES resource gap controlling for different factors.)

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4/7 + link between resources and segregation Universities enrolling more high-income students spend more per student, especially in the public sectors. This contrasts with school funding systems allocating more resources to schools with more low-income students.

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3/7 Student segregation is much higher in Chile. The dissimilarity index is 0.42 in Chile vs. 0.25 in Brazil. In Chile, high-income students (top 20%) make up around 80% of the enrollment of the most segregated universities.

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Per Engzell @pengzell.bsky.social · 20/05/2026

2/7 How unequal are university resources? Despite having high income inequality, Brazil and Chile show moderate resource stratification by international standards. Brazil’s Gini index is 0.35 and Chile’s is 0.28, below the U.S., Italy, the UK, Sweden, and others.

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Reposted by Danilo Kuzmanic

Good teachers don't just raise the achievement of students they teach. They also shape the teachers of tomorrow. Standard estimates of teacher impact ignore these intergenerational spillovers. Thread on new work led by @danilok.bsky.social. Paper: osf.io/preprints/so... 1/10

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This study highlights the geographical challenges in addressing mismatch disparities in Chile, which might help explain the persistence of inequalities after the introduction of large-scale equity policies in this country. Take a look at the paper, it is Open Access!

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As a result, the socioeconomic gap increases as I compare students living farther away from a matching degree (see figure below). This gap decreases by 58% when comparing students equally close to high-ranked degrees.

Geographical constraints are more pronounced among low-SES students, who have fewer institutions nearby. Also, the smaller share of high-SES students residing farther from a matching degree travel longer distances than the larger share of low-SES students in the same situation.

When comparing equally high-achieving students, low-SES students are significantly more likely to enrol in institutions with lower labour market outcomes than what they could aim for (undermatch). This result holds when comparing students entering the same field of study.

As a little bit of context, Chile is a loooong country, and higher education institutions are unevenly distributed nationwide (as shown in the map). The highest-status universities are concentrated in a few cities, particularly in Santiago (the capital).

First paper of my PhD is out in RSSM! Title: Do spatial inequalities explain social disparities in mismatch in Chilean higher education? doi.org/10.1016/j.rs... I appreciate the huge support from my supervisors, @pengzell.bsky.social and John Jerrim. Below, I briefly summarize the paper.

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The second paper showed that, once schools reopened, many students could not attend due to infrastructure restrictions to comply with distance guidelines. When they could attend, many low-SES students and their families remained at home, exacerbating socioeconomic disparities.

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The first paper showed that once schools were allowed to reopen, many school authorities decided not to, leading to vast socioeconomic disparities in reopening. These disparities were mainly explained by public schools, which depended on municipal majors' decisions.

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