Is social composition important for school effects in elementary school?

• Autor(a) principal: Xavier, Flavia Pereira
• Data de Publicação: 2015
• Outros Autores: Alves, Maria Teresa Gonzaga
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/2933
• topic: School effects; School inequality; Proficiency levels; Elementary education.; Efecto de las escuelas; Desigualdades escolares; Niveles de competência; Educación básica.; Efeitos das escolas; Desigualdades escolares; Níveis de proficiência; Ensino Fundamental.; Avaliação da Educação

This article analyzes the effect of Brazilian public elementary schools on students’ learning considering the socio-economic context and students’ gender and racial composition. Students were allocated at three levels of proficiency: insufficient, basic and adequate. Those at the insufficient level are considered excluded since their right to education is not met. The data used was from the 2007, 2009 and 2011 Prova Brasil. The main results indicate that the effects of the schools to remove students from exclusion and promote them to adequate levels of learning are associated with the social composition of these schools in terms of race and gender, regardless of the average socioeconomic status of the school. Such composition, also affects the chances of individual students being removed from exclusion and promoted to the adequate level.