Test score gap between public and private schools for young Brazilian students
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Estudos Econômicos (São Paulo) |
Texto Completo: | https://www.revistas.usp.br/ee/article/view/171074 |
Resumo: | This paper studies the differences in performance between students from public and private schools, using data from the National High School Exam - ENEM-2017. To do so, we use decomposition techniques proposed by Firpo, Fortin and Lemieux (2018; 2011), which generalize the decomposition of Blinder (1973) and Oaxaca (1973) to other statistics (besides the average) of the distribution of a variable of interest. The results reveal that, looking at the decompositions of the average or median, the total difference of scores in the test is explained mostly by the students' endowments (Composition Effect). Within this effect, we note a primary relevance of the classroom socioeconomic background and the students' family socioeconomic background, which accounted for 42.12% and 19.35%, respectively, for the difference in performance between students from the two educational systems. On the other hand, when looking at the tails of the distribution, we observe also that the Structural Effect plays an important role in the lower quantiles (q10 and q25). In these quantiles, most of the disparities between public and private schools are explained by how students manage the socio-economic background of the classroom, as well as the characteristics of teachers and school, in order to convert these characteristics into higher scores. |
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Estudos Econômicos (São Paulo) |
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Test score gap between public and private schools for young Brazilian studentsDiferencial de desempenho entre jovens das escolas públicas e privadasDesempenho educacional;DisparidadesEscolas privadas e públicasEducational performanceEducational disparitiesPrivate and public schoolsThis paper studies the differences in performance between students from public and private schools, using data from the National High School Exam - ENEM-2017. To do so, we use decomposition techniques proposed by Firpo, Fortin and Lemieux (2018; 2011), which generalize the decomposition of Blinder (1973) and Oaxaca (1973) to other statistics (besides the average) of the distribution of a variable of interest. The results reveal that, looking at the decompositions of the average or median, the total difference of scores in the test is explained mostly by the students' endowments (Composition Effect). Within this effect, we note a primary relevance of the classroom socioeconomic background and the students' family socioeconomic background, which accounted for 42.12% and 19.35%, respectively, for the difference in performance between students from the two educational systems. On the other hand, when looking at the tails of the distribution, we observe also that the Structural Effect plays an important role in the lower quantiles (q10 and q25). In these quantiles, most of the disparities between public and private schools are explained by how students manage the socio-economic background of the classroom, as well as the characteristics of teachers and school, in order to convert these characteristics into higher scores.Esse artigo estuda as diferenças de desempenho entre alunos das redes pública e privada ao final do ensino médio. Utilizou-se os microdados do Exame Nacional do Ensino Médio – ENEM no ano de 2017 e as técnicas de decomposição de Firpo, Fortin e Lemieux (2018) e Fortin, Lemieux e Firpo (2011). Os resultados mostraram que, ao olhar apenas para as decomposições na média e na mediana, o diferencial total de desempenho nas provas Objetivas, Matemática e Redação é explicado predominantemente pelas dotações dos estudantes (Efeito Composição). Dentro desse efeito destacam-se as diferenças relacionadas ao background da turma e ao background familiar dos estudantes. Por outro lado, quando se estuda as caldas da distribuição, verifica-se que nos quantis inferiores (q10 e q 25) o Efeito Estrutural foi mais importante, com exceção da prova de Redação. Nesses quantis o que mais explica as disparidades entre público e privado é a forma como os alunos utilizam em seu benefício o background da turma e as características dos docentes e da escola, conseguindo transformá-los em maiores pontuações.Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade2021-06-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ee/article/view/17107410.1590/0101-41615126jfjfEstudos Econômicos (São Paulo); v. 51 n. 2 (2021); 373-4081980-53570101-4161reponame:Estudos Econômicos (São Paulo)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ee/article/view/171074/173254Copyright (c) 2021 Janaina Rodrigues Feijo, João Mario Santos de Françahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFrança, João Mário Santos de Feijó, Janaína Rodrigues 2021-09-02T15:22:53Zoai:revistas.usp.br:article/171074Revistahttps://www.revistas.usp.br/eePUBhttps://www.revistas.usp.br/ee/oaiestudoseconomicos@usp.br||aldrighi@usp.br1980-53570101-4161opendoar:2021-09-02T15:22:53Estudos Econômicos (São Paulo) - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Test score gap between public and private schools for young Brazilian students Diferencial de desempenho entre jovens das escolas públicas e privadas |
title |
Test score gap between public and private schools for young Brazilian students |
spellingShingle |
Test score gap between public and private schools for young Brazilian students França, João Mário Santos de Desempenho educacional; Disparidades Escolas privadas e públicas Educational performance Educational disparities Private and public schools |
title_short |
Test score gap between public and private schools for young Brazilian students |
title_full |
Test score gap between public and private schools for young Brazilian students |
title_fullStr |
Test score gap between public and private schools for young Brazilian students |
title_full_unstemmed |
Test score gap between public and private schools for young Brazilian students |
title_sort |
Test score gap between public and private schools for young Brazilian students |
author |
França, João Mário Santos de |
author_facet |
França, João Mário Santos de Feijó, Janaína Rodrigues |
author_role |
author |
author2 |
Feijó, Janaína Rodrigues |
author2_role |
author |
dc.contributor.author.fl_str_mv |
França, João Mário Santos de Feijó, Janaína Rodrigues |
dc.subject.por.fl_str_mv |
Desempenho educacional; Disparidades Escolas privadas e públicas Educational performance Educational disparities Private and public schools |
topic |
Desempenho educacional; Disparidades Escolas privadas e públicas Educational performance Educational disparities Private and public schools |
description |
This paper studies the differences in performance between students from public and private schools, using data from the National High School Exam - ENEM-2017. To do so, we use decomposition techniques proposed by Firpo, Fortin and Lemieux (2018; 2011), which generalize the decomposition of Blinder (1973) and Oaxaca (1973) to other statistics (besides the average) of the distribution of a variable of interest. The results reveal that, looking at the decompositions of the average or median, the total difference of scores in the test is explained mostly by the students' endowments (Composition Effect). Within this effect, we note a primary relevance of the classroom socioeconomic background and the students' family socioeconomic background, which accounted for 42.12% and 19.35%, respectively, for the difference in performance between students from the two educational systems. On the other hand, when looking at the tails of the distribution, we observe also that the Structural Effect plays an important role in the lower quantiles (q10 and q25). In these quantiles, most of the disparities between public and private schools are explained by how students manage the socio-economic background of the classroom, as well as the characteristics of teachers and school, in order to convert these characteristics into higher scores. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-24 |
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/ee/article/view/171074 10.1590/0101-41615126jfjf |
url |
https://www.revistas.usp.br/ee/article/view/171074 |
identifier_str_mv |
10.1590/0101-41615126jfjf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ee/article/view/171074/173254 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Janaina Rodrigues Feijo, João Mario Santos de França http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Janaina Rodrigues Feijo, João Mario Santos de França http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade |
dc.source.none.fl_str_mv |
Estudos Econômicos (São Paulo); v. 51 n. 2 (2021); 373-408 1980-5357 0101-4161 reponame:Estudos Econômicos (São Paulo) instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Estudos Econômicos (São Paulo) |
collection |
Estudos Econômicos (São Paulo) |
repository.name.fl_str_mv |
Estudos Econômicos (São Paulo) - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
estudoseconomicos@usp.br||aldrighi@usp.br |
_version_ |
1787713833094086656 |