Inequality of educational opportunity is a crucial topic in education policy, and a matter of strong debate in the Chilean context. In this thesis, I aim to identify and analyse likely drivers of educational inequality in Chile, by looking at three relevant dimensions: Teacher effectiveness, Secondary School Quality and School Systems’ Institutional Characteristics. First, in Chapter 2, I analyse how differentials on teacher effectiveness across Chilean schools from different socioeconomic status explain differentials in learning achievement in secondary education. Second, in Chapter 3, I assess how school level characteristics and other institutional features of the Chilean school system could be explaining students’ access to higher education. Third, in Chapter 4, and through an international comparison using PISA data, I study the effect of school accountability practices on educational outcomes, gathering lessons for the Chilean case
