Effects of the plano de desenvolvimento da escola results

Authors

  • Fatima Alves Global Partnership for Education, Washington, D.C., Estados Unidos
  • Gregory Elacqua Departamento de Setor Social da Divisão de Educação do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos
  • Matías Martínez Departamento de Setor Social do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos
  • Humberto Santos Departamento de Setor Social da Divisão de Educação do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos

DOI:

https://doi.org/10.18222/eae.v27i64.3765

Keywords:

Plano de Desenvolvimento da Escola – Pde-Escola [School Development Plan], Accountability, Fixed Models, Educational Policy

Abstract

 

 

 

The Plano de Desenvolvimento da Escola (PDE-Escola) [School Development Plan] is a planning tool for schools that receive technical training and financial support from the Ministry of Education (MEC) to develop an improvement plan for management, relationship with the community, pedagogical political projects and infrastructure. Administrative and Prova Brasil (2005 to 2012) data, as well as fixed models estimation on school level per year, were used to assess whether the PDE-Escola has an effect on academic performance. The schools were separated into three groups: a) schools carrying out the PDE-Escola without financial resources; b) schools carrying out the PDE-Escola with financial resources; and c) schools that stopped receiving financial resources from the PDE-Escola. The results show that the PDE-Escola is effective only when associated with the transfer of resources. The results were quite heterogeneous among Brazilian states, which suggests that the design and implementation context of the program matters.

 

 

 

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Author Biographies

Fatima Alves, Global Partnership for Education, Washington, D.C., Estados Unidos

Consultora em Educação do Global Partnership for Education, Washington, D.C., Estados Unidos

Gregory Elacqua, Departamento de Setor Social da Divisão de Educação do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos

Economista Principal do Departamento de Setor Social da Divisão de Educação do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos

Matías Martínez, Departamento de Setor Social do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos

Consultor do Departamento de Setor Social do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos

Humberto Santos, Departamento de Setor Social da Divisão de Educação do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos

Consultor do Departamento de Setor Social da Divisão de Educação do Banco Interamericano de Desenvolvimento, Washington, D.C., Estados Unidos

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Published

2016-05-20

How to Cite

Alves, F., Elacqua, G., Martínez, M., & Santos, H. (2016). Effects of the plano de desenvolvimento da escola results. Estudos Em Avaliação Educacional, 27(64), 128–159. https://doi.org/10.18222/eae.v27i64.3765

Issue

Vol. 27 No. 64 (2016): jan./abr. 2016

Section

Articles

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