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Efetividade No Ensino Superior Brasileiro: Aplicação De Modelos Multinível À Análise Dos Resultados Do Exame Nacional De Cursos

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  • Maria Dolores Montoya Diaz

Abstract

This study analyses the impact of institutional characteristics on the students' performance in the National Examination of Higher Education Courses (Provão). A sample of more than 92500 students from Management, Law and Civil Engineering who had made the tests in the year 2000 was analyzed. Multilevel models have been fitted because these data present an evident hierarchical structure. Regarding individual aspects, one noted a nonlinear relation between economic condition and students´ performance. The contribution of higher levels of income on the performance had a limit, from which, the impacts were negative. As far as the institutional aspects are concerned, one found a positive impact on pupils´ performance of a teaching staff with higher percentage of PhDs and Masters, where there were better work conditions for the faculty and where research activities were used as a teaching/learning strategy. The students' participation in additional activities called "de extensão" had positive effects on their performance. Besides, this kind of activities generated an attenuating effect on the negative impact of the less favorable socioeconomic condition of the student. If the student had a familiar income less than R$454,00, its performance, in average, tend to be 3,6 points inferior to the one with familiar income higher than of R$ 7.550,00. However, if he participated in additional activities this difference will be reduced to approximately 2 points. If, additionally, the teaching staff shows more dedication and hard work, this difference will be reduced to 1 point.

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Paper provided by ANPEC - Associação Nacional dos Centros de Pósgraduação em Economia [Brazilian Association of Graduate Programs in Economics] in its series Anais do XXXIII Encontro Nacional de Economia [Proceedings of the 33th Brazilian Economics Meeting] with number 156.

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Date of creation: 2005
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Handle: RePEc:anp:en2005:156

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  1. Alan B. Krueger, 2003. "Economic Considerations and Class Size," Economic Journal, Royal Economic Society, vol. 113(485), pages F34-F63, February.
  2. Eric A. Hanushek, 2002. "The Failure of Input-based Schooling Policies," NBER Working Papers 9040, National Bureau of Economic Research, Inc.
  3. Nigel Rice & Andrew Jones, 1997. "Multilevel models and health economics," Health Economics, John Wiley & Sons, Ltd., vol. 6(6), pages 561-575.
  4. Hanushek, Eric A & Rivkin, Steven G & Taylor, Lori L, 1996. "Aggregation and the Estimated Effects of School Resources," The Review of Economics and Statistics, MIT Press, vol. 78(4), pages 611-27, November.
  5. Ladd, Helen F. & Walsh, Randall P., 2002. "Implementing value-added measures of school effectiveness: getting the incentives right," Economics of Education Review, Elsevier, vol. 21(1), pages 1-17, February.
  6. Anne Case & Angus Deaton, 1999. "School Inputs And Educational Outcomes In South Africa," The Quarterly Journal of Economics, MIT Press, vol. 114(3), pages 1047-1084, August.
  7. Belfield, C. R. & Fielding, A., 2001. "Measuring the relationship between resources and outcomes in higher education in the UK," Economics of Education Review, Elsevier, vol. 20(6), pages 589-602, December.
  8. Duncan, Craig & Jones, Kelvyn & Moon, Graham, 1998. "Context, composition and heterogeneity: Using multilevel models in health research," Social Science & Medicine, Elsevier, vol. 46(1), pages 97-117, January.
  9. Christian Dustmann, 2003. "The Class Size Debate and Educational Mechanisms: Editorial," Economic Journal, Royal Economic Society, vol. 113(485), pages F1-F2, February.
  10. Maria Dolores Montoya Diaz, 1999. "Extended stay at university: an application of multinomial logit and duration models," Applied Economics, Taylor & Francis Journals, vol. 31(11), pages 1411-1422.
  11. Harvey Goldstein & Min Yang & Rumana Omar & Rebecca Turner & Simon Thompson, 2000. "Meta-analysis using multilevel models with an application to the study of class size effects," Journal of the Royal Statistical Society Series C, Royal Statistical Society, vol. 49(3), pages 399-412.
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