Equity-based access programs in Chilean higher education: An evaluation of institutional outcomes

Abstract

Inclusive access programs based on contextual academic merit have gained increasing relevance as mechanisms for expanding opportunities in higher education. However, evidence remains limited regarding the subsequent academic performance of students who enter through these pathways. This study compares the academic trajectories of students who entered a Chilean public university through Equity-Based Access Programs with those who entered through the regular admissions process. The study uses a quantitative, longitudinal, and comparative design to analyze admission cohorts from 2017 to 2022. The sample included 6,748 first-time enrolled students, of whom 75% entered through regular admission and 25% through inclusive access programs. The analysis draws on institutional records and data from the national admissions system to examine pre-admission indicators, including secondary school grades, national admission test scores, and school rankings, as well as university trajectory indicators, including course pass rates, first-year grade averages, retention, academic progress, and timely graduation. The results show that, despite obtaining lower scores on standardized admission tests, students who entered through inclusive pathways had stronger prior school performance and comparable or superior university outcomes. In particular, they showed higher cumulative pass rates, higher first-year grade averages, and greater academic progress in programs lasting up to ten semesters, with no significant differences in retention or timely graduation. The study concludes that these programs help democratize access to higher education without compromising academic performance, while highlighting the relevance of prior school trajectories as indicators of university potential.