Instituto COPPEAD de Administração, Universidade Federal do Rio de Janeiro, Brazil.
Department of Economics, Florida Atlantic University, Boca Raton, FL, USA.
Eval Rev. 2024 Aug;48(4):636-662. doi: 10.1177/0193841X231197741. Epub 2023 Aug 23.
To improve one of the lowest rates of literacy and numeracy in the world, the government of Brazil has targeted public education reform, given the strong link between an educated population and economic growth. This study examines the academic performance of the Brazilian public primary school system. It addresses the empirical shortcomings of prior research to examine the dynamics of the relationship between academic performance scores and several demographic and institutional variables, such as socioeconomic characteristics, variations in school infrastructure and school complexity, and teachers' human capital. We employed quantile regression to explore the determinants of academic performance across 35,490 schools in rural and urban environments in Brazil. The dependent variable in our analysis captures the academic performance score, as measured by Brazil's education authorities, of each school in our dataset. The model includes several education-related indices used in prior research and, as explanatory factors, measures of teachers' human capital and the students' socioeconomic level, which synthesizes information on parents' education and household income. The results suggest that several institutional variables, including access to school libraries, computer facilities, projectors, and televisions, are positively and significantly related to the academic performance of primary students in Brazil's system of public education. Furthermore, students' socioeconomic level is positively associated with their academic performance.
为了提高全球识字率和算术率最低的国家之一的水平，巴西政府将公共教育改革作为重点，因为受过教育的人口与经济增长之间存在着紧密的联系。本研究考察了巴西公立小学系统的学业表现。它解决了先前研究中存在的经验不足的问题，考察了学业表现分数与几个人口统计学和制度变量之间的关系动态，如社会经济特征、学校基础设施和学校复杂性的变化，以及教师的人力资本。我们采用分位数回归来研究巴西农村和城市环境中 35490 所学校的学业表现决定因素。我们分析中的因变量是巴西教育当局对我们数据集中每所学校的学业表现得分的衡量。该模型包含了先前研究中使用的几个与教育相关的指标，以及教师人力资本和学生社会经济水平的衡量指标，这些指标综合了家长教育和家庭收入的信息。结果表明，包括图书馆、计算机设备、投影仪和电视在内的几项制度变量与巴西公立教育系统中小学生的学业表现呈正相关且具有显著意义。此外，学生的社会经济水平与他们的学业表现呈正相关。
