PERCEIVED SUCCESS FACTORS IN AN OUTSTANDING SCHOOL SERVING SOCIOECONOMICALLY VULNERABLE STUDENTS

Understanding why some schools are more effective than others has been a longstanding topic of discussion among scholars. In his masters thesis, Cristian Celedón explores the perceived success factors in an outstanding Chilean public school serving socioeconomically vulnerable students. Finding that beliefs are often stronger than practices, his research highlights the importance of a multi-layered and holistic system of interrelated, mutually dependent school characteristics and practices that together support effectiveness. This case study contributes to the promotion of school effectiveness among public schools in Chile, which is not only a technical issue but also a social justice imperative.