SLEP: standardizing is not improving

A new report published in La Tercera has sparked debate over the effectiveness of Chile’s Sistema Local de Educación Pública (SLEP), which aims to centralize education management in local municipalities. The piece, written under the “Cartas al Director” section and dated August 30, 2026, argues that unifying all public schools under a single administrative model has not delivered consistent improvements and may even hinder progress in some areas. The author, Florencia Croxatto Santolaya, an economist with Libertad y Desarrollo, highlights that SLEPs were initially designed to address real challenges faced by municipalities, such as financial debt, limited technical capacity, and inefficient management. However, she contends that the ideological assumption that all public schools should follow the same model has proven flawed. According to her analysis, SLEPs now manage 48% of state-run educational institutions, yet outcomes vary significantly among them. Among the four SLEPs that began operations in 2018, there are examples of both progress and stagnation, with some showing improved student attendance and learning outcomes while others have seen little change. Croxatto Santolaya points out that the current system does not always yield better results than traditional municipal administration. She questions why municipalities that already deliver strong educational performance should be replaced by SLEPs, especially when they meet the same rigorous standards. Her argument suggests that a more pragmatic approach would allow successful local governments to continue managing their schools while integrating SLEPs only where they add value. The report emphasizes that the recent pause in school transfers, likely referring to the ongoing process of shifting control of public schools from municipalities to SLEPs, should serve a purpose beyond merely correcting implementation issues. Instead, it should focus on identifying and supporting models that genuinely enhance classroom quality. This, according to the writer, means allowing municipalities that perform well to retain their autonomy while ensuring that SLEPs contribute meaningfully where needed. The discussion comes amid broader concerns about how best to improve public education in Chile. Critics argue that the centralized model has not consistently produced better results, particularly in regions where local governance has been effective. Supporters of SLEPs, however, maintain that the system offers greater oversight and resources, potentially leading to more equitable distribution of educational opportunities across the country. As the debate continues, the government faces pressure to balance efficiency with flexibility. Some educators and policymakers suggest that rather than imposing a one-size-fits-all solution, authorities should evaluate each municipality’s unique context before deciding whether to transfer control to an SLEP. This would align with the call for pragmatism highlighted in the letter, focusing efforts on actual classroom improvement rather than bureaucratic restructuring. The article concludes with a clear directive: Chile must prioritize enhancing the quality of education within individual classrooms. Whether through existing municipal systems or newly established SLEPs, the goal should remain the same, to ensure students receive the best possible learning experience. The challenge lies in determining which model can achieve this most effectively.