The objective of the present study was to determine the association of academic performance with personal and social development indicators in Chilean schools from the results of the 2016 national education study and to determine the relationship of these results with the schools’ socioeconomic background. The results from 2891 schools that participated in the 2016 national education study were analyzed. This examination considered academic performance (2016 vs 2015) and personal and social development indicators. The indicators with values ≤ 70 were associated with unimproved academic performance (i.e., maintained or decreased). Moreover, the indicators had a greater correlation with academic performance on low/middle-low socioeconomic background Schools. This finding may be useful in the discussion and implementation of public policies in Chile.

本研究的目的是根据2016年全国教育研究的结果确定智利学校的学业成绩与个人和社会发展指标的关联，并确定这些结果与学校社会经济背景的关系。分析了参与2016年国家教育研究的2891所学校的结果。该考试考虑了学习成绩（2016年与2015年）以及个人和社会发展指标。值≤70的指标与未改善的学习成绩（即保持或下降）相关。此外，这些指标与低/中-低社会经济背景学校的学业成绩有更大的相关性。这一发现可能对智利公共政策的讨论和实施很有用。