We examine how different spatial compositions affect the educational achievement in mathematics of 16-year-old students in Chile, a Latin American country with high inequality and one of the most segregated education systems in the world. Conceptually, we complement the literature on ‘neighbourhood effects’, which typically addresses the influence of concentrated disadvantage, by focusing on concentrated advantage and its influence on educational outcomes. We construct a panel with all school students who took a national standardized mathematics test in 2010, 2014 and 2016 in the Metropolitan Region of Santiago, Chile. We complement it with survey data for the 52 districts of the Metropolitan Region, clustering the districts based on factors such as unemployment, economic inequality, access to services, experiences of violence and stigmatization. Our different identification strategies consistently show that concentrated poverty and affluence are both relevant for explaining educational achievement in mathematics above and beyond individual and school characteristics.

中文翻译：

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贫富的空间划分：隔离会影响教育成就吗？

我们研究了不同的空间构成如何影响智利 16 岁学生的数学教育成就，智利是一个高度不平等的拉丁美洲国家，也是世界上教育系统最隔离的国家之一。从概念上讲，我们通过关注集中优势及其对教育成果的影响来补充关于“邻里效应”的文献，该文献通常解决集中劣势的影响。我们构建了一个小组，其中所有学生在 2010 年、2014 年和 2016 年在智利圣地亚哥都会区参加了全国标准化数学考试。我们用大都会区 52 个地区的调查数据对其进行补充，根据失业、经济不平等、服务获取、暴力经历和污名化等因素对这些地区进行聚类。