In part, this is the result of private-subsidised schools setting admission requirements and selecting students based upon academic achievement or families’ socio-economic background (MINEDUC, ACE and ES, 2016), a practise being eliminated through the implementation of the Inclusion Law (see Chapter 1). For example, the difference between schools in the exposure to mathematics in Chile as measured by PISA 2012 is the largest among all OECD countries. When differences are analysed by schools’ socio-economic status, evidence shows that the proportion of qualified teachers in advantaged schools is higher than in disadvantaged schools (95% vs. 88%) (OECD, 2013b).