Editing School voucher (section)

===Chile===
In 1981, [[Chile]] implemented a universal school voucher system for both elementary and secondary school students. As a result, over 1,000 private schools entered the market, and private enrollment increased by 20–40% by 1998, surpassing 50% in some urban areas.<ref name=":3">{{Cite journal |last1=Hsieh |first1=Chang-Tai |last2=Urquiola |first2=Miguel |year=2006 |title=The effects of generalized school choice on achievement and stratification: Evidence from Chile's voucher program |journal=[[Journal of Public Economics]] |volume=90 |issue=8–9 |pages=1477–1503 |doi=10.1016/j.jpubeco.2005.11.002}}</ref> From 1981 to 1988, the private school enrollment rate in urban areas grew 11% more than the private school enrollment rate in rural areas.<ref name=":3" /> This change coincided with the transfer of public school administration from the [[central government]] to local municipalities. The financial value of a voucher did not depend on the income of the family receiving it, and the program allowed private voucher schools to be selective, while [[State school|public schools]] had to accept and enroll every interested student. At the turn of the 21st century, student achievement in Chile was low compared to students in other nations based on international test scores. This disparity led to the Chilean government enacting substantial educational reforms in 2008, including major changes in the school voucher system.<ref name=":1">{{Cite journal |last1=Murnane |first1=Richard J. |last2=Waldman |first2=Marcus R. |last3=Willett |first3=John B. |last4=Bos |first4=Maria Soledad |last5=Vegas |first5=Emiliana |date=June 2017 |title=The Consequences of Educational Voucher Reform in Chile |journal=NBER Working Paper No. 23550 |doi=10.3386/w23550 |doi-access=free}}</ref>

The Chilean government passed the Preferential School Subsidy Law (SEP) in January 2008. This piece of legislation made the educational voucher system much more like the regulated compensatory model championed by [[Christopher Jencks]]. Under SEP, the voucher system was altered to take family incomes into account. The vouchers provided to "priority students"&nbsp;&ndash; those whose family income was in the lower than 40% of Chileans&nbsp;&ndash; were worth 50% more than those given to the families with higher income.<ref name=":1" /> Schools with larger numbers of priority students were eligible to receive per-student bonuses, the size of which was tied to the percentage of priority students in the student body. When SEP was started, it covered preschool to fourth grade, and an additional school year of coverage was added each subsequent year. Almost every public school chose to participate in SEP in 2008, as well as almost two-thirds of private subsidized elementary schools.<ref name=":1" />

There were three important requirements attached to the program. The first requirement stipulated that participating schools could not charge fees to priority students, although private schools in the voucher system could do so for non-priority students. The second requirement ensured that schools could not select students based on their academic ability, nor expel them on academic grounds. The third requirement postulated that schools had to self-enroll themselves in an accountability system that ensured that schools were responsible for the use of financial resources and student test scores.<ref name=":1" />