School Effects on Achievement in Secondary Mathematics and Portuguese in Brazil

School Effects on Achievement in Secondary Mathematics and Portuguese in Brazil

Author: Marlaine E. Lockheed

Publisher:

Published: 1990

Total Pages: 34

ISBN-13:

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Students in Brazil's federal technical schools outperformed students in other schools in both mathematics and Portuguese. Important factors were class size (achievement was higher in larger classes), the number of hours math was taught (the more the better), the school's organizational complexity, average family social class background, and the number of hours students spent working.


Sociology, Anthropology, and Development

Sociology, Anthropology, and Development

Author: Michael M. Cernea

Publisher: World Bank Publications

Published: 1994-01-01

Total Pages: 326

ISBN-13: 9780821327814

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Environmentally Sustainable Development Studies and Monograph Series No. 3. A listing of works published by World Bank sociologists and anthropologists, this bibliography serves as a vehicle for exchanging experiences and promoting interdisciplinar


Structural Inequalities in Education and Their Impact on Student Achievement and Earnings in Brazil

Structural Inequalities in Education and Their Impact on Student Achievement and Earnings in Brazil

Author: Izabel Costa da Fonseca

Publisher:

Published: 2019

Total Pages:

ISBN-13:

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Access to schooling, both at the K-12 and higher education levels, has been dramatically expanded in Brazil since the late 1990s. Part of the disadvantaged population that had been previously excluded from the educational system, such as black students, those coming from low-income backgrounds, and those who need to work while studying, are much more likely now to attend secondary school and, to a lesser extent, higher education institutions. However, access to more years of education is not the same as access to the same quality of education, nor is it a guarantee of equal life opportunities for lower social class youth. The three articles in my dissertation analyze factors in the educational system that could define the educational and economic outcomes for some students — those coming from lower socioeconomic backgrounds — differently from the outcomes of their counterparts from higher socioeconomic backgrounds. My research examines how structural factors in the Brazilian educational system may act to maintain inequality even as the system incorporates increasing numbers of low socioeconomic young people into schools and higher education institutions. I do not focus on social mobility directly, but rather more indirectly by examining some of the "mechanisms" of school and higher education systems that could influence social and economic mobility for lower social class males and females in the Brazilian context. In my first paper, I analyze the trends in parental education achievement inequalities in Brazilian K-12 schools in the period 1995 to 2015 — a period of great lower and upper secondary enrollment expansion, and I estimate the role that parental education school segregation among Brazilian states and across time plays in this increase in achievement inequality. My second paper continues to investigate how educational structural factors can contribute to academic inequality in Brazilian schools, by looking at how opportunity to learn (OTL), as measured by teacher reports of the proportion of the curriculum completed, influences the learning outcomes of children studying at K-12 public schools in two recent years, 2007 and 2015. I use a cross-subject empirical strategy, fitting student fixed effects models that analyze whether a student's performance in Portuguese and mathematics relative to the mean performance at one's school is associated with differences in the curriculum covered by teachers in Portuguese and mathematics. Also, I investigate whether the associations between curriculum covered and student achievement vary according to students' sex and socioeconomic background. I In my third paper, I analyze how the structure of the higher educational system in Brazil affects lower income male and female students' earnings and occupational opportunities. My analyses estimates the impact of attending a more selective (as measured by average entrance test score) or higher cost institution on students' earnings. I do the analysis across a selected number of fields of study and across the entire range of institutions attended by students in each field. To identify the effect of institutional selectivity on earnings, I use propensity score matching for students attending proximate selectivity quintiles of higher education institutions within each field of study. My results show that there are fields in which students who attended the most selective (highest quintile) institution compared to students with similar SES and entry test scores who attended a second quintile institution have significantly higher earnings in the labor force. However, the effects are much more consistent across fields at the bottom of the institutional selectivity spectrum. Students who attended fourth quintile institutions are more likely to earn significantly higher earnings than students who could have done so but instead attended a bottom quintile institution. These results have important implications for public sector subsidies for low-income students attending private higher education institutions (essentially all the bottom 40% selective of higher education institutions are private in Brazil).


Effective Schools in Developing Countries (RLE Edu A)

Effective Schools in Developing Countries (RLE Edu A)

Author: Henry Levin

Publisher: Routledge

Published: 2012-05-31

Total Pages: 194

ISBN-13: 1136722270

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This volume brings together eight case studies which describe a variety of initiatives to create more effective schools for children of poverty, especially in the Third World. The initiatives reviewed published and unpublished documents and both qualitative and statistical studies were examined. Countries include Brazil, Burundi, Colombia, Ghana, Nepal, Sri Lanka, Thailand and the United States. Each initiative was developed independently to address unique challenges and situations but taken as a group, the features of the approaches described in this volume can be viewed as a basis for considering the development of effective schools strategies in other contexts.


Marketizing Education and Health in Developing Countries

Marketizing Education and Health in Developing Countries

Author: Christopher Colclough

Publisher: Oxford University Press

Published: 1997

Total Pages: 398

ISBN-13: 9780198292555

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This book draws on evidence from a large number of developing countries to assess the impact of market reforms on the provision of education and health services. The contributors show that approaches that seek merely to pass more of their costs to consumers perform less well than is often claimed and that improved cost-effectiveness of health and education systems requires far more than changes in the sources and mechanisms of obtaining finance.


On-the-job Improvements in Teacher Competence

On-the-job Improvements in Teacher Competence

Author:

Publisher: World Bank Publications

Published: 1992

Total Pages: 50

ISBN-13:

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Teacher supervision by effective principals is critical to improved teaching and learning in developing countries. Both teacher supervision and preservice training are far more important than inservice teacher training.


Educational Performance of the Poor

Educational Performance of the Poor

Author: Ralph W. Harbison

Publisher: Oxford University Press, USA

Published: 1992

Total Pages: 394

ISBN-13:

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Education policy of developing nations is often viewed as a choice between equal access for all students and quality of schools. This work proposes that such a dichotomy may be artificial. The research shows that improving the quality of education could lead to efficiency gains, sometimes large enough to offset the costs of such innovations. Using data collected over seven years in rural northeast Brazil, this quantitative assessment of educational performance and school promotion in primary schools uniquely addresses important policy concerns facing developing countries.


The Link Between Poverty and Malnutrition

The Link Between Poverty and Malnutrition

Author: Maurice W. Schiff

Publisher: World Bank Publications

Published: 1990

Total Pages: 19

ISBN-13:

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Past studies have identified nutrition exclusively with nutrient intake. A better definition of nutrition (as the one used here) would critically affect the link between poverty and malnutrition and would affect the implications for policies designed to improve the nutritional status of the poor.