Chile's recent University Entrance Exam (PAES) has sparked debate over the high number of perfect scores in Math 1, with 2,861 students achieving 1,000 points. Experts highlight progress in equity but warn of limitations in distinguishing performance levels. The system aims to balance selection and recognition of diverse talents.
The PAES, introduced to replace the old PSU and reduce inequalities in higher education access, has shown mixed results in its fourth version. According to Mauricio Bravo, vice-dean of Education at Universidad del Desarrollo, the exam has increased the proportion of vulnerable students reaching eligible scores, aided by compensatory tools like NEM and note ranking, plus allowing multiple annual attempts to keep the best scores. However, Bravo warns that in Math 1 (M1), nearly 96% of maximum scores are concentrated there, limiting its ability to differentiate mid-high levels and shifting selection to mechanisms like M2, weightings, or NEM, which favor privileged backgrounds due to prior advanced training and cultural capital.
Meanwhile, Sergio Celis, an academic at Universidad de Chile, celebrates the 2,861 perfect scores, mostly in M1 (2,750 cases), as this test is designed for many to max out on basic and mid-level competencies, averaging 620 points—only 10 more than last year. In contrast, M2 assesses advanced skills, averaging 424 with just 6 maxima, enabling better ranking. Celis urges institutions to weight M2 more in admissions, as in the U. de Chile's Common Engineering Plan (20% weight), to better predict first-year performance and avoid superficial rankings.
Both agree on PAES's technical robustness, with stable averages and a slight rise from greater familiarity. The challenge is integrating tests to recognize non-math talents, ensuring equity and diversity in university access.
