O projeto pedagógico e os resultados escolares

Abstract

The aim of this paper is to investigate the impact of school pedagogical plan on school effectiveness and on within-school equity. Data comes from the Brazilian Basic Education Assessment System (Saeb), 1999, mathematics, 8th grade. The analytical approach is based on hierarchical linear models. Results indicated that school pedagogical plan did not promote higher school effectiveness and was associated with higher impact of socioeconomic background on student achievement in the Saeb test. Discussion stresses the importance of the distinction between quality policies and equity policies. It also suggests that quality policies must be completed by actions that explicitly deals with promotion of equity.