Maria Veronica Santelices


Maria Veronica Santelices, PhD, is an associate professor at Pontificia Universidad Católica de Chile, Department of Education. Her research interests include educational measurement and educational policy. In higher education, she has researched admissions to selective institutions both in Chile and in the United States, and college-going decision-making, transition to higher education, persistence and the impact of financial aid on educational outcomes. Her research has been funded by several competitive research grants and she is the author of two books about Higher Education in Chile. Her work has also been published by specialized journals such as Harvard Educational ReviewHigher Education and Higher Education PolicyShe received her PhD in Education from University of California Berkeley in 2007, a Masters in Public Policy from the Goldman School of Public Policy also at Berkeley in 2001, and a Bachelor of Arts in Business Administration with a minor in Sociology from the Pontificia Universidad Católica de Chile in 1997.


  • Santelices, M. V.; Catalán, X.; Horn, C. (2018) Equity in Higher Education. Design and Results of Access Programs in Selective Institutions. [Equidad en la Educación Superior. Diseño y resultados de programas de acceso en universidades selectivas]. Ediciones Universidad Católica de Chile y CEPPE UC, Chile
  • Santelices, M. V.; Horn, C, & Catalán, X. (2018). The Quest for Equity in Chile´s Higher Education: Decades of Continued Efforts. Lanham, MD: Lexington Books.
  • Santelices, M. V., Horn, C. & Catalán, X. (2019) Institution-level Admissions Initiatives in Chile: Enhancing Equity in Higher Education? Studies in Higher Education, 44(
. DOI: 10.1080/03075079.2017.1398722.
  • Santelices, M. V., Catalán, X., Horn, C. & A. Venegas (2017). High School Ranking in University Admissions at a National Level: Theory of Action and Early Results from Chile. Higher Education Policy 31 (2) 159-173,
  • Santelices, M. V. and Wilson, M. (2015). "The Revised SAT Score and Its Potential Benefits for the Admission of Minority Students to Higher Education". Education Policy Analysis Archives, 23 (125).
  • Santelices, M. V. and M. Wilson (2010). Unfair Treatment? The Case of Freedle, the SAT and the Standardization Approach to Differential Item Functioning. Harvard Educational Review. Vol. 80. No 1, 106-133.
  • Geiser, S. and V. Santelices (2007) Validity of High-School Grades in Predicting Student Success Beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research and Occasional Papers Series. Center for the Studies of Higher Education (, UC Berkeley.
Research interests: 

Educational measurement and educational policy