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¿Qué información proporciona el Examen Nacional de Enseñanza Media (enem) a la sociedad brasileña?

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  • Travitzki, Rodrigo
  • Boto, Carlota
  • Calero, Jorge

Abstract

Se evalúan las limitaciones y posibilidades del Examen Nacional de Enseñanza Media (enem) como indicador de la eficacia de los colegios en el Brasil, así como los efectos de la introducción de variables de contexto. Se realizó un análisis de regresión multinivel en tres niveles (individuo, colegio y estado) utilizando microdatos para 2009 y 2010 sobre 17.359 colegios. El contexto permitió explicar el 79% de la diferencia entre colegios. El promedio bruto y el valor añadido (efecto aleatorio a nivel del colegio) presentaron evaluaciones opuestas en el 34% de los casos. El promedio se mostró más estable (r=0,8) que el valor añadido (r = 0,5) en ambos años. Se encontraron diversas limitaciones del enem como indicador de eficacia escolar. Los resultados señalan que esta clasificación informa más sobre las condiciones socioeconómicas que sobre el mérito de los colegios, es decir, respecto del valor añadido que estos supuestamente proporcionan a los alumnos.

Suggested Citation

  • Travitzki, Rodrigo & Boto, Carlota & Calero, Jorge, 2014. "¿Qué información proporciona el Examen Nacional de Enseñanza Media (enem) a la sociedad brasileña?," Revista CEPAL, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), August.
    • Handle: RePEc:ecr:col070:36964
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    3. Meyer, Robert H., 1997. "Value-added indicators of school performance: A primer," Economics of Education Review, Elsevier, vol. 16(3), pages 283-301, June.
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