Longitudinal Study on Differential Effectiveness and Social Equity in Brazil
Keywords:
Differential effectiveness, Social equity, Prova Brasil, Longitudinal data, Multilevel model
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
The study of differential effectiveness and social equity in Brazilian schools between the 5th and 9th grade of elementary education follows the educational effectiveness theoretical and methodological guidelines. Random coefficient models are applied to longitudinal data from Prova Brasil 2011 paired with Prova Brasil 2015, involving more than 1.2 million students. Proficiency assessed in the 9th year and prior knowledge assessed in the 5th year are standardized for the purpose of the article. The student's sociodemographic variables are tested, such as sex, self-declared race/ethnicity, socioeconomic level, situation regarding work and whether or not the mother is literate. The results suggest that the linear relationship between prior knowledge and proficiency in the 9th year shows a slight variation across schools, municipalities or UFs, and the same happens with socioeconomic and proficiency in the 9th year, despite some of the random parameters are statistically significant. In other words, the indicators of social equity and differential effectiveness vary little. The results also contribute to reinforce the relevance of institutional research, especially regarding intra-school factors, because the ratio between the variance within-school and the sum of variances across schools, municipalities and states is greater than 10 in reading and almost 8 in mathematics.
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References
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