Can higher education admission be more equitable? Evidence supporting the inclusion of relative ranking in the process

Juan Gallegos Mardones & Nelyda Campos Requena lead us through a research that complements the higher education admission process by using alternative measures of relative performance that promote greater equity in the system and allow access to higher education for more vulnerable sectors. The use of new measures of performance allows those more vulnerable students from public schools to reach equal and/or superior levels of relative performance than their peers from private schools. The practical implications of this research relate to recognising that good students can also attend public schools and that those students who have the capability can enter higher education, independent of their economic situations.