the candidate with complete application is selected in the interview (step 7) and 0 if he/she is not. Among the right-hand-side variables we include the candidate’s demographic characteristics Xi, his/her educational background Ei, socioeconomic background Si, and job and volunteering experiences Qi. The sample on which equation (1) is estimated consists of 461 candidates with complete applications (step 3) that replied to the Apoyo questionnaire and have information on all the variables included in the model. In an expanded specification, we also include the typically unobserved attributes of the candidates (main qualities for facing the challenge of teaching at a vulnerable school and the candidate’s main defect). For this, we first analyze all long-form responses using the qualitative data analysis program N-Vivo. This allows us to identify common patterns among these longform responses and create meaningful categories. As a result of this process, we end up with 68 traits for facing the challenge of teaching at a vulnerable school and with 33 categories of defects that synthesize the responses to these questions of the 463 candidates who answered the Apoyo questionnaire. These categories are later grouped into 3 overall qualities (autonomy, social and work ethic) and 4 defects (autonomy, dependency, work ethic, and “does not mention a defect”).
4. Results
The descriptive characteristics of Enseña Perú’s candidates are shown in table 2. We can clearly see that those candidates with complete applications have demographic, educational and socioeconomic characteristics and work and volunteering experiences that are more diverse than those candidates that are selected in the interview (stage 7). For example, there is a largest share of women and Lima residents among those selected at the interview stage than among those with complete applications. There is also a large difference regarding educational background— length of postsecondary studies (PSE), percentage that finished PSE in the top third of their class—and regarding socioeconomic background—percentage of mothers with PSE, percentage of fathers that are employed, percentage of households with more than 8 household goods of different types (such as cars, computers, etc.). A considerably higher percentage of candidates selected after the interview have had volunteering experiences, teaching/research assistance experience, and have taught some class/course/subject. Lastly, there are interesting differences 9