Desempenho dos estudantes ao final do ensino médio: Mensurando a influência direta e indireta da educação dos pais

Abstract

Esse artigo investiga a relação entre nível educacional dos pais e desempenho dos filhos no Enem. Em particular, analisamos quatro canais (tamanho da família, renda, infraestrutura domiciliar e escolas) que intermediam esta relação e investigamos se há heterogeneidade dos impactos por gênero dos filhos. Utilizam-se os microdados do Censo Escolar, disponibilizados pelo Inep, juntamente com um modelo econométrico que inclui quatro grupos de efeitos fixos (um para cada possível canal). Os resultados revelam efeitos (brutos) relevantes da educação do pai e da mãe sobre a educação dos filhos e, mesmo após controlar simultaneamente por renda, tamanho da família, infraestrutura domiciliar e escola, a magnitude da influência (líquida) da escolaridade dos pais permanece relevante, embora diminua consideravelmente. Além disso, em termos de efeito líquido, a escolaridade do pai e da mãe contribuem mais para as notas das filhas.

Open schools: effects on parental engagement and information asymmetry in early childhood education

“…Moreover, non-white parents were on average more satisfied towards school infrastructure, and having access to sewage and garbage collection was linked to decreases of approximately 5.4% on the distance between subjective perceptions and measured quality in terms of infrastructure, teacher-child relationships and teacher-family relationships. These results confirm how families' socioeconomic traits might, even today, affect parent's ability to judge educational quality, which in turn affects the kind of investments they make in their children, as thoroughly discussed in the literature of education economics and skill formation (Cunha & Heckman, 2010;Feijó et al, 2022).…”

“…Moreover, high-school completion was linked, on average, to a reduction of 0.03 in both visibility and health and hygiene practices distances; and being employed, to a distance decrease of up to 0.05 in safety, teacher-child relationship, health and hygiene practices and accessibility (see Appendix B). Those results emphasize the relevance of family traits in influencing children's educational paths, a challenge when aiming at reducing inequalities (Feijó et al, 2022;Koslinski & Bartholo, 2020). Following the pattern identified in the satisfaction outcome models, having equally divided care responsibilities was associated to small, but significant, increases in the distance regarding safety (0.038), visibility of children's activities (0.034), health and hygiene practices (0.030) and teacher-family relationship (0.030), as well as in the less precise accessibility dimension.…”

“…As an additional highlight, having access to sewage and garbage collection -a measure of the street infrastructure faced by families in their homes 2 -was associated to decreases of up to 0.054 in the distance in terms of infrastructure (Socioeconomic Model), teacher-child relationship and teacher-family relationship (Models 1 and 2). This shows that children's socioeconomic background affects their parents' ability to judge the quality of schools, which in turn reflects on the type of investments they receive since an early age (Cunha & Heckman, 2010;Feijó et al, 2022).…”