Qualidade e eqüidade no ensino fundamental brasileiro

Abstract

Using Ministry of Education standardized test score data (from Saeb) and hierarchical linear models— so as to reduce aggregation bias in the estimation of the effects of school variables—this paper estimates an educational production function for primary schooling performance in Brazil in 1999. As elsewhere, we find that family and individual characteristics are fundamental determinants of educational achievement. In particular, 80% of the interschool variation in test scores can be attributed to differences in the average socioeconomic group of its students. Additionally, both socioeconomic level and race affect individual performance within schools. However, and in contrast with much of the international literature, we also find significant effects of school variables on student performance. Better educated teachers, better physical facilities and private ownership of schools are all jointly and severally associated with higher test scores.