Repeating or advancing?an analysis of school failure in public schools of Minas Gerais
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/47898 |
Resumo: | The objective of this work is to evaluate if retaining pupils of the third year of fundamental education in 2009 brought benefits to their learning in comparison to pupils that advanced to the fourth year. We seek thereby to contribute to the debate about the impact of school failure in pupils' learning. In Brazil, due to the absence of longitudinal data that would allow a more accurate comparison between those pupils who failed and those that advanced, considering their performance before and after the school failure, the majority of studies focus primarily on the impact of the policies of cycles on the performance of the pupil. Using data from the Literacy Assessment Program (and external assessment conducted every year in public schools of the State of Minas Gerais), it was possible to set up a longitudinal database to identify pupils that had repeated and those who had not. To try to explain the performance of students who had failed and those who had not, we tried to use as a guiding line the approach based on the Educational Production Function, having as a methodological basis the hierarchical models. The results indicate that both categories of students - those who had failed and those who had not - displayed very important growth in proficiency average rates. However, the hierarchical models constructed demonstrated that, between two pupils with the same proficiency in 2008, one of them having failed and the other not, the pupil that did not fail tended to present the better proficiency level in 2009. Another important finding refers to the fact that the result of the pupil is very much influenced by the general result of the school. |
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Repeating or advancing?an analysis of school failure in public schools of Minas GeraisRepetir ou progredir?uma análise da repetência nas escolas públicas de Minas GeraisRepetênciaDesempenhoModelos hierárquicosSchool failurePerformanceHierarchical modelsThe objective of this work is to evaluate if retaining pupils of the third year of fundamental education in 2009 brought benefits to their learning in comparison to pupils that advanced to the fourth year. We seek thereby to contribute to the debate about the impact of school failure in pupils' learning. In Brazil, due to the absence of longitudinal data that would allow a more accurate comparison between those pupils who failed and those that advanced, considering their performance before and after the school failure, the majority of studies focus primarily on the impact of the policies of cycles on the performance of the pupil. Using data from the Literacy Assessment Program (and external assessment conducted every year in public schools of the State of Minas Gerais), it was possible to set up a longitudinal database to identify pupils that had repeated and those who had not. To try to explain the performance of students who had failed and those who had not, we tried to use as a guiding line the approach based on the Educational Production Function, having as a methodological basis the hierarchical models. The results indicate that both categories of students - those who had failed and those who had not - displayed very important growth in proficiency average rates. However, the hierarchical models constructed demonstrated that, between two pupils with the same proficiency in 2008, one of them having failed and the other not, the pupil that did not fail tended to present the better proficiency level in 2009. Another important finding refers to the fact that the result of the pupil is very much influenced by the general result of the school.O objetivo deste trabalho é avaliar se a retenção dos alunos do 3º ano do ensino fundamental em 2009 trouxe maiores benefícios no aprendizado de tais alunos em relação àqueles que progrediram para o 4º ano. Procura-se, dessa forma, contribuir para o debate sobre o impacto da repetência no aprendizado do aluno. No Brasil, devido à carência de dados longitudinais que possibilitem uma comparação mais apurada entre os repetentes e os promovidos, considerando seus desempenhos antes e depois do evento da repetência, a maioria dos estudos enfoca principalmente o impacto das políticas de ciclos no desempenho do aluno. Por meio dos dados do Programa de Avaliação da Alfabetização (avaliação externa realizada anualmente nas escolas públicas de Minas Gerais), foi possível constituir uma base de dados longidudinal que identificasse os alunos repetentes e os não repetentes. Para tentar explicar o desempenho dos alunos repetentes e não repetentes, utilizou-se como marco norteador a abordagem da Função de Produção Educacional e como base metodológica, os modelos hierárquicos. Os resultados indicam que tanto os alunos que repetiram quanto os que não repetiram apresentaram crescimentos bastante importantes nas médias de proficiência. No entanto, os modelos hierárquicos construídos demonstram que, dentre dois alunos com mesma proficiência em 2008, tendo um deles repetido e o outro não, aquele que não repetiu tende a apresentar maior nível de proficiência em 2009. Outro achado importante refere-se ao fato de que o resultado do aluno é muito influenciado pelo resultado geral da escola.Universidade de São Paulo. Faculdade de Educação2012-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/4789810.1590/S1517-97022012000300006Educação e Pesquisa; v. 38 n. 3 (2012); 623-636Educação e Pesquisa; Vol. 38 No. 3 (2012); 623-636Educação e Pesquisa; Vol. 38 Núm. 3 (2012); 623-6361678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/47898/51633https://www.revistas.usp.br/ep/article/view/47898/51634Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessRiani, Juliana de Lucena RuasSilva, Vania Candida daSoares, Tufi Machado2012-12-13T09:56:28Zoai:revistas.usp.br:article/47898Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2012-12-13T09:56:28Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Repeating or advancing?an analysis of school failure in public schools of Minas Gerais Repetir ou progredir?uma análise da repetência nas escolas públicas de Minas Gerais |
title |
Repeating or advancing?an analysis of school failure in public schools of Minas Gerais |
spellingShingle |
Repeating or advancing?an analysis of school failure in public schools of Minas Gerais Riani, Juliana de Lucena Ruas Repetência Desempenho Modelos hierárquicos School failure Performance Hierarchical models |
title_short |
Repeating or advancing?an analysis of school failure in public schools of Minas Gerais |
title_full |
Repeating or advancing?an analysis of school failure in public schools of Minas Gerais |
title_fullStr |
Repeating or advancing?an analysis of school failure in public schools of Minas Gerais |
title_full_unstemmed |
Repeating or advancing?an analysis of school failure in public schools of Minas Gerais |
title_sort |
Repeating or advancing?an analysis of school failure in public schools of Minas Gerais |
author |
Riani, Juliana de Lucena Ruas |
author_facet |
Riani, Juliana de Lucena Ruas Silva, Vania Candida da Soares, Tufi Machado |
author_role |
author |
author2 |
Silva, Vania Candida da Soares, Tufi Machado |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Riani, Juliana de Lucena Ruas Silva, Vania Candida da Soares, Tufi Machado |
dc.subject.por.fl_str_mv |
Repetência Desempenho Modelos hierárquicos School failure Performance Hierarchical models |
topic |
Repetência Desempenho Modelos hierárquicos School failure Performance Hierarchical models |
description |
The objective of this work is to evaluate if retaining pupils of the third year of fundamental education in 2009 brought benefits to their learning in comparison to pupils that advanced to the fourth year. We seek thereby to contribute to the debate about the impact of school failure in pupils' learning. In Brazil, due to the absence of longitudinal data that would allow a more accurate comparison between those pupils who failed and those that advanced, considering their performance before and after the school failure, the majority of studies focus primarily on the impact of the policies of cycles on the performance of the pupil. Using data from the Literacy Assessment Program (and external assessment conducted every year in public schools of the State of Minas Gerais), it was possible to set up a longitudinal database to identify pupils that had repeated and those who had not. To try to explain the performance of students who had failed and those who had not, we tried to use as a guiding line the approach based on the Educational Production Function, having as a methodological basis the hierarchical models. The results indicate that both categories of students - those who had failed and those who had not - displayed very important growth in proficiency average rates. However, the hierarchical models constructed demonstrated that, between two pupils with the same proficiency in 2008, one of them having failed and the other not, the pupil that did not fail tended to present the better proficiency level in 2009. Another important finding refers to the fact that the result of the pupil is very much influenced by the general result of the school. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-09-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/47898 10.1590/S1517-97022012000300006 |
url |
https://www.revistas.usp.br/ep/article/view/47898 |
identifier_str_mv |
10.1590/S1517-97022012000300006 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/47898/51633 https://www.revistas.usp.br/ep/article/view/47898/51634 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 38 n. 3 (2012); 623-636 Educação e Pesquisa; Vol. 38 No. 3 (2012); 623-636 Educação e Pesquisa; Vol. 38 Núm. 3 (2012); 623-636 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713809113153536 |