Determinants of students’ proficiency in Brazilian public schools

Abstract

This study analyzed the determinants of mathematics proficiency among 9th-grade students in Brazilian public schools, using data from the National Assessment System for Basic Education and the School Census from 2011 to 2017, employing methodologies of exploratory spatial data analysis and spatial panel data models. The analysis identified significant spatial clusters of scores and highlighted the importance of practices such as the frequency of students doing exercises and teachers correcting them, in improving educational proficiency. Spatial spillover effect was also identified, indicating the formation of clusters of educational quality.