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O Efeito Da Qualidade Da Escola Sobre O Desempenho Escolar: Uma Avaliação Do Ensino Fundamental No Estado De São Paulo

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  • Fabiana de Felício
  • Reynaldo Fernandes
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    Abstract

    The research on the relation between school quality and student achievement have many different results, but most analysts conclude that the school quality has little influence on student performance, as compared to background characteristics. However, there are evidences that difficulties using school inputs to represent school quality could underestimate the quality-achievement relation. The alternative methods suggested in this study are independent of school inputs. In both methods we have used data about 4th grade of Elementary School in São Paulo State from SAEB 2001. In the first one, a decomposition of standardized test score inequality - in part explained by school differences and another by background characteristics - indicates that school differences can explain something between 0.0 and 28.4% of Portuguese score inequality and between 8.7 and 34.4% of Mathematics score inequality. The second method estimates the school impact on student achievement by fixed effects, including dummy variables for each school. It's possible to obtain the interpretation from the simulations made that as for Portuguese as for Mathematics the means of SAEB scores can be improved in one standard deviation, which means 3 years of schooling when all students are included. This also happens when only students from public schools are included (three years of schooling for mathematics and 2.4 for Portuguese scores). This study indicates that educational policies and investments can improve student achievement by replicating existing experiences in the present educational system.

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    Bibliographic Info

    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 157.

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    Date of creation: 2005
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    Handle: RePEc:anp:en2005:157

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    References

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    1. David Card & Alan Krueger, 1996. "Labor Market Effects of School Quality: Theory and Evidence," Working Papers 736, Princeton University, Department of Economics, Industrial Relations Section..
    2. Eric A. Hanushek & Javier A. Luque, 2002. "Efficiency and Equity in Schools around the World," NBER Working Papers 8949, National Bureau of Economic Research, Inc.
    3. David Card & Alan Krueger, 1994. "The Economic Return to School Quality: A Partial Survey," Working Papers 713, Princeton University, Department of Economics, Industrial Relations Section..
    4. Gernot Doppelhofer & Ronald I. Miller & Xavier Sala-i-Martin, 2000. "Determinants of Long-Term Growth: A Bayesian Averaging of Classical Estimates (BACE) Approach," NBER Working Papers 7750, National Bureau of Economic Research, Inc.
    5. Janet Currie & Duncan Thomas, 1999. "Early Test Scores, Socioeconomic Status and Future Outcomes," NBER Working Papers 6943, National Bureau of Economic Research, Inc.
    6. repec:fth:prinin:334 is not listed on IDEAS
    7. Ricardo Paes de Barros & Ricardo Henriques & Rosane Mendonça, 2000. "Education and equitable economic development," Economia, ANPEC - Associação Nacional dos Centros de Pósgraduação em Economia [Brazilian Association of Graduate Programs in Economics], vol. 1(1), pages 111-144, January-J.
    8. repec:fth:prinin:357 is not listed on IDEAS
    9. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
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    Cited by:
    1. Oliveira, Pedro Rodrigues de & Belluzzo, Walter & Pazello, Elaine Toldo, 2013. "The public–private test score gap in Brazil," Economics of Education Review, Elsevier, vol. 35(C), pages 120-133.

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