| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.46 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O estudo de eficácia diferencial e equidade social entre o 5º e 9º ano do ensino funda-mental segue orientações teórico-metodológicas de eficácia educacional. Modelos de coeficientes aleatórios são aplicados aos dados longitudinais da Prova Brasil 2011 em-parelhados com os da Prova Brasil 2015, envolvendo mais de 1.2 milhões de alunos. A proficiência aferida no 9ºano e conhecimento prévio aferido no 5ºano, na escala SAEB, foram padronizados para o propósito do artigo. Foram testadas ainda variáveis socio-demográficas do aluno, tais como sexo, etnia/raça autodeclarada, nível socioeconómi-co, situação face ao trabalho e se a mãe é ou não alfabetizada. Os resultados sugerem que a relação linear entre conhecimento prévio e proficiência no 9º ano apresenta va-riação ténue entre escolas, municípios ou entre UFs e o mesmo acontece com a relação entre nível socioeconómico e proficiência do 9º ano, apesar de alguns dos parâmetros aleatórios serem estatisticamente significativos. Os indicadores de equidade social e eficácia diferencial por conhecimento prévio variam pouco. Os resultados reforçam a relevância da investigação institucional, especialmente quanto aos fatores intra-es-colares, porque a razão entre a variância do nível Aluno e o somatório de variâncias de nível Escola-Município-UF é maior de 10 em Português e quase 8 em Matemática.
The study of differential effectiveness and social equity in Brazilian schools between the 5th and 9th grade of elementary education follows the educational effectiveness theo-retical and methodological guidelines. Random coefficient models are applied to longi-tudinal data from Prova Brasil 2011 paired with Prova Brasil 2015, involving more than 1.2 million students. Proficiency assessed in the 9th year and prior knowledge assessed in the 5th year are standardized for the purpose of the article. The student's sociode-mographic variables are tested, such as sex, self-declared race/ethnicity, socioeconomic level, situation regarding work and whether or not the mother is literate. The results suggest that the linear relationship between prior knowledge and proficiency in the 9th year shows a slight variation across schools, municipalities or UFs, and the same hap-pens with socioeconomic and proficiency in the 9th year, despite some of the random parameters are statistically significant. In other words, the indicators of social equity and differential effectiveness vary little. The results also contribute to reinforce the rel-evance of institutional research, especially regarding intra-school factors, because the ratio between the variance within-school and the sum of variances across schools, mu-nicipalities and states is greater than 10 in reading and almost 8 in mathematics.
The study of differential effectiveness and social equity in Brazilian schools between the 5th and 9th grade of elementary education follows the educational effectiveness theo-retical and methodological guidelines. Random coefficient models are applied to longi-tudinal data from Prova Brasil 2011 paired with Prova Brasil 2015, involving more than 1.2 million students. Proficiency assessed in the 9th year and prior knowledge assessed in the 5th year are standardized for the purpose of the article. The student's sociode-mographic variables are tested, such as sex, self-declared race/ethnicity, socioeconomic level, situation regarding work and whether or not the mother is literate. The results suggest that the linear relationship between prior knowledge and proficiency in the 9th year shows a slight variation across schools, municipalities or UFs, and the same hap-pens with socioeconomic and proficiency in the 9th year, despite some of the random parameters are statistically significant. In other words, the indicators of social equity and differential effectiveness vary little. The results also contribute to reinforce the rel-evance of institutional research, especially regarding intra-school factors, because the ratio between the variance within-school and the sum of variances across schools, mu-nicipalities and states is greater than 10 in reading and almost 8 in mathematics.
Description
Keywords
Eficácia diferencial Equidade social Prova Brasil Dados longitudinais Modelo multinível
Citation
Ferrão, M. E. (2022). Estudo longitudinal sobre eficácia diferencial e equidade social no Brasil. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 20(1), 57-72. https://doi.org/10.15366/reice2022.20.1.004