Excellence with equity: school factors for educational success in unfavorable circumstances
DOI:
https://doi.org/10.18222/eae266103115Keywords:
Prova Brasil, Evaluation of education, Socioeconomic background, Equity.Abstract
This article analyzes the determinants of learning success of a select group of public schools with students from low socioeconomic backgrounds, considering the results of Prova Brasil 2011 and its Basic Education Development Index. It focuses on the first years of elementary school (1st to 5th year). Based on the data from Prova Brasil, a descriptive and inferential analysis was conducted of the differences between the school factors of 215 schools identified by the study “Excellence with equity” (known as treatment schools) and the schools with similar characteristics in 2007, but whose students did not present the same learning performance in 2011 (called control schools). The results indicate that treatment schools have more directors who are well evaluated by teachers and their performance is greatly influenced by the municipality.
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