“…Other emerging approaches to the theme "school management" are the studies that adopt statistical models to analyze how conditions and/or characteristics of school management may affect the quality of education, although they are not yet prevalent in the area. This strand performs statistical treatment of data from external evaluations − as indicators of academic success or failure, pointing out management as an element to be considered in that process −, or develops qualitative studies to argue about the limits of these assessments: the use of standardized test results as educational management tools in schools and the regulation of school work through monetary incentives for performance (PASSONE, 2014); relations between the Basic Education Development Index (IDEB) 6 and the school context, considering the profile of the students and of the educational establishment, based on an empirical analysis that used data from Prova Brasil, from the School Census and from IDEB itself, using multiple linear regression models (ALVES; ; relations between administrative and pedagogical practices of municipal primary and lower secondary schools and their contribution to student performance in Prova Brasil, through quantitative-qualitative research (data envelope analysis), which classifies schools into efficient and inefficient in relation to the selected group (SALGADO JUNIOR;NOVI;FERREIRA, 2016); relations between evaluation in basic school, its interfaces with school management and repercussions of the practices in decisions and actions on the everyday life of the school (SILVA, 2010); perceptions of principals and association with results achieved by the school through the analysis of teachers' responses to contextual questionnaires of Prova Brasil 2007Brasil , 2009Brasil and 2011 factorial analysis, a variable indicative of the provision of the principal's position and linear regression, relating these variables to the performance of fifth-graders, measured by the mean of mathematics tests (OLIVEIRA; CARVALHO, 2015).…”