Turnos e segregação escolar: discutindo as desigualdades intraescolares

Bartholo, Tiago Lisboa; Costa, Marcio da

doi:10.1590/198053142771

Cited by 7 publications

(7 citation statements)

References 12 publications

(8 reference statements)

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“…Um último elemento estudado na cidade do Rio de Janeiro, que possivelmente está presente em outras redes de ensino em países em desenvolvimento, com população ainda jovem, é a alocação de alunos de forma não aleatória entre turnos escolares (Bartholo e Costa, 2014). Foi observado até 2014 que 90% das escolas apresentavam dois turnos de ensino, manhã e tarde.…”

Section: Segregação Escolar No Brasil: O Que Já Sabemos?unclassified

“…Os pesquisadores fizeram uma análise comparando a segregação escolar considerando a alocação nos turnos e comparando com contra factual que desconsiderava os turnos. A alocação dos alunos nos turnos aumentava de forma importante os níveis de segregação no sistema sugerindo uma alocação não aleatória (Bartholo e Costa, 2014).…”

Section: Segregação Escolar No Brasil: O Que Já Sabemos?unclassified

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Segregação Escolar e Desigualdades Educacionais no Início da Escolarização no Brasil

Bartholo¹,

Koslinski²,

Andrade³

et al. 2020

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O artigo descreve padrões de segregação escolar no início do processo formal de escolarização na cidade do Rio de Janeiro, Brasil, e estima o efeito da segregação escolar (efeito par ou efeito mistura/compositional effect) no aprendizado das crianças nos dois primeiros anos na escola. Este é um fenômeno importante para analisar o processo de distribuição de oportunidades educacionais nas redes públicas e privadas de ensino. O conceito de segregação escolar utilizado neste artigo se refere à distribuição desigual de alunos que partilham de uma característica específica em um agrupamento de escolas. O estudo utiliza o Índice de Segregação (Segregation Index) e considera duas características dos alunos: 1) cor/raça; 2) escolaridade dos pais. O efeito da composição social foi estimado com dados de um estudo longitudinal e analisa separadamente o aprendizado no primeiro e segundo ano na escola. Os resultados preliminares sugerem que os padrões de segregação escolar observados na pré-escola são semelhantes aos descritos no primeiro ano do ensino fundamental. Não há, portanto, grande impacto nos padrões de segregação na transição entre as etapas de ensino. Os modelos para estimar o efeito da composição social das escolas (compositional effect) no aprendizado dos alunos sugerem que há efeito, com resultados mais consistentes para a medida de linguagem.

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Section: Segregação Escolar No Brasil: O Que Já Sabemos?unclassified

Segregação Escolar e Desigualdades Educacionais no Início da Escolarização no Brasil

Bartholo¹,

Koslinski²,

Andrade³

et al. 2020

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“…In reality, what characterizes the "shift policy" is the absence of any regulation regarding the allocation of pupils. Bartholo and Costa (2014) has shown that the allocation of potentially disadvantaged pupils across "school shifts" is far from being a random distribution. The author used the Dissimilarity Index (D) (Duncan;Duncan, 1955) and the Segregation Index (GS) (GORARD; TAYLOR; FITZ, 2003) to capture the "net effect" of the school "shift" allocation 8 .…”

Section: Tiago Bartholo E Marcio Da Costamentioning

confidence: 99%

“…The calculations where replicated throughout seven years to test for robustness. This is a clear example of legislation influencing the social composition of schools (Bartholo;Costa, 2014).…”

Section: Tiago Bartholo E Marcio Da Costamentioning

confidence: 99%

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Evidence of a school composition effect in Rio de Janeiro public schools

Bartholo

Costa

2016

Ensaio: aval.pol.públ.Educ.

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This paper discusses the implementation of federal and municipal assessment systems in Brazil, and how it has influenced the educational debate and newly shaped policies. The empirical analyses focus on public municipal schools in Rio de Janeiro and test the plausibility of the school composition effect theory. The approach combines different datasets provided by the Rio de Janeiro Educational Department: a) Prova Rio -longitudinal assessment for all public schools; b) Pupil Profile -longitudinal assessment with information on all pupils, including family profile and school placement. Evidence from different models suggests the plausibility of school-mix effect theory. Data corroborates the claim that at least part of a purported "school effect" could be explained by a particular mix of pupils. Keywords: Educational assessment. School segregation. School composition effect. IntroductionThis papers aims to test the plausibility of the school composition effect theory or school-mix effect in Rio de Janeiro public schools 1 . Since Coleman's (1961) pioneering report there has been increasing concern about the social composition of schools and its relation to pupils' outcomes. Coleman was most interested in understanding the nature of school effectiveness and appropriateness of policies to raise school effectiveness. The studies that followed that report identified two ideal-typical positions. The first claims that school effectiveness is a function of school management and teacher performance, a Universidade Federal do Rio de Janeiro, Programa de Pós-Graduação em Educação -PPGE-UFRJ. Rio de Janeiro, Rio de Janeiro, Brasil. Evidence of a school composition effect in Rio de Janeiro public schools while the latter claims that social factors (social background) determine pupils' outcomes in schools (THRUPP;HIRSCH, 2006). In this respect, the social composition 2 of schools can be seen as one more factor that can determine pupils' outcomes.The study can be divided into three parts. The first part discusses, initially, the implementation of national and municipal assessment systems in Brazil and how it has influenced the educational debate and newly shaped policies in the past twenty years. The aim is not to present a detailed historical analysis, but to reveal how the availability of reliable comparable data across schools (standardized tests and educational census information) has influenced the implementation of new policies and the educational debate regarding assessment, especially in the public sector.The second part describes Rio de Janeiro public municipal system and presents the debate about school segregation. There is extensive literature about the subject, covering measurement of the overall levels, and highlighting the impact of educational policies. Previous studies have been focused on understanding the causes of segregation (especially the role of the current educational policies) and have not explored any potential impact on pupils' achievement and life chances. The third and last part presents ...

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Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector

Siddiqui

2017

Educational Studies

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The distribution of children in different school-types and regions in Pakistan suggests that access and opportunities in education are not evenly accessible for many children. Segregation at school level is an important concern for equity and social justice because the adverse effects of segregation increase the pre-existing gap in opportunities between rich and poor, preventing the disadvantaged children from equal access to better life and success opportunities. This paper presents an analysis of segregation by poverty and pupil performance between schools, with a comparison of private and government schools in Pakistan. The data obtained for this study is from the ASER 2014 survey of households and schools. The analysis includes 27,979 children aged 5-16 years for whom the information could be linked with their schools, and parents' socio economic status. Segregation levels have been assessed using the Gorard Segregation Index (GS). The results show that segregation by academic performance is higher than segregation by poverty, and segregation by poverty is higher in the private sector compared to government schools, whereas segregation by performance is greater in the government schools. A regional level analysis shows that segregation in urban areas is higher in both school types compared to rural areas. In addition to insisting on full attendance for children of school age, the government should work towards decreasing segregation in the state sector, perhaps also involving an increase in the number of schools maintained, and therefore reducing the need for cheap private provision.

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Turnos e segregação escolar: discutindo as desigualdades intraescolares

Abstract: The paper analyzes patterns of intra-and interschool

Cited by 7 publications

References 12 publications

Segregação Escolar e Desigualdades Educacionais no Início da Escolarização no Brasil

Segregação Escolar e Desigualdades Educacionais no Início da Escolarização no Brasil

Evidence of a school composition effect in Rio de Janeiro public schools

Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector

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