O impacto de políticas de não-repetência sobre o aprendizado dos alunos da 4ª série

Abstract

The last few years have seen a rising consensus amongst researchers that multilevel or hierarchical models are the most appropriate when the data carry the grouping structure of the population in which they were collected. In this article, we briefly explain how this kind of model works through formal models and discussion on how they are estimated and illustrate their use with data from the 1999 Sistema Nacional de Avaliação da Educação Básica (Saeb). Our final objective is to evaluate the cognitive impact of non-repetition policies on fourth grade students of the southeast region in Brazil. This study is part of a larger line of research on policies to correct age grade lag developed by the authors.