The evaluation of students’ progression in lower secondary education in Brazil: Exploring the path for equity

Ferrão, Maria Eugénia

doi:10.1016/j.stueduc.2022.101220

Cited by 3 publications

(2 citation statements)

References 80 publications

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“…For example, black and brown students constitute 71.7% of the youth aged 14 to 29 who are out of school (IBGE, 2020). Brazil basic education also lags in large scale international assessments (e.g., Program for International Student Assessment, PISA), and although the dividends of public policies to improve education demonstrate gains to disadvantaged students (Carnoy et al, 2015), ethnic/racial inequalities in educational indicators persist (Nogueira and da Silva, 2016;Ferrão, 2022).…”

Section: Ethnic/racial Differences and Academic Functioning In Brazilmentioning

confidence: 99%

School (socie)ties: individual and school level differences in the association between ethnic/racial victimization and academic functioning

da Cunha,

Santo

2023

Front. Educ.

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IntroductionThe current study aimed to expand on the existing literature by examining the effect of race-based victimization on academic functioning in a nation-wide sample of Brazilian youth.MethodsThe ENEM 2009 dataset contained academic functioning scores of 795,924 Brazilian students from 25,488 schools.ResultsAbove and beyond the effect of general victimization, ethnic/racial victimization was significantly negatively related to academic functioning with differences across ethnic/racial groups in the effects. More interesting is that diversity climate at the school level buffered the association between ethnic/racial victimization and academic functioning. The effects were further qualified by school level ethnic/racial diversity and victimization.DiscussionThe current findings illustrate the pernicious effects of ethnic/racial victimization even after controlling for other forms of victimization. Moreover, differences in these associations across schools were accounted for using a combination of school level racial diversity and victimization with school level diversity climate emerging as a buffer of the effects of ethnic/racial victimization.

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Section: Ethnic/racial Differences and Academic Functioning In Brazilmentioning

confidence: 99%

School (socie)ties: individual and school level differences in the association between ethnic/racial victimization and academic functioning

da Cunha,

Santo

2023

Front. Educ.

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“…For example, diversity in the student population can arise from diverse languages spoken at home, a migration background, or a family’s SES. This diversity leads to different preconditions for learning mathematics and new languages (or even the language of instruction) and thus shapes students’ school careers [ 50 ] and school completion [ 51 ]. Consequently, VA scores improve by including relevant background information, such as the languages spoken at home, alongside prior achievement.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Value-added scores show limited stability over time in primary school

et al. 2022

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Value-added (VA) models are used for accountability purposes and quantify the value a teacher or a school adds to their students’ achievement. If VA scores lack stability over time and vary across outcome domains (e.g., mathematics and language learning), their use for high-stakes decision making is in question and could have detrimental real-life implications: teachers could lose their jobs, or a school might receive less funding. However, school-level stability over time and variation across domains have rarely been studied together. In the present study, we examined the stability of VA scores over time for mathematics and language learning, drawing on representative, large-scale, and longitudinal data from two cohorts of standardized achievement tests in Luxembourg (N = 7,016 students in 151 schools). We found that only 34–38% of the schools showed stable VA scores over time with moderate rank correlations of VA scores from 2017 to 2019 of r = .34 for mathematics and r = .37 for language learning. Although they showed insufficient stability over time for high-stakes decision making, school VA scores could be employed to identify teaching or school practices that are genuinely effective—especially in heterogeneous student populations.

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The relationship between students’ socio-demographics and the probability of grade repetition in Brazilian primary education: is it decreasing over time?

Ferrão

Alves

2023

Large-scale Assess Educ

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This article aims at a better understanding of the Brazilian education system’s performance concerning the quality and equity over the decade 2007–2017. It examines the extent to which students’ sociodemographic characteristics are related to schooling trajectory without failure in primary education and how such relationships have changed over time. Multilevel logistic models are applied to cross-sectional student assessment data (Prova Brasil), considering the hierarchical structure of four levels. The total number of students covered is 12.4 million. The results suggest a pattern of educational inequity marked by socioeconomically disadvantaged status, gender, and self-declared race/ethnicity. The analyses show that the gender gap increased and the differentials by socioeconomic status and race/skin colour decreased over the decade. The estimates also suggest that the effect of school socioeconomic composition was reduced, but the effect of the proportion of repeating students per school on the individual probability of success was reinforced. In addition, the probability of students’ success varies randomly across schools, municipalities, and states, and such educational disparities across states are increasing over time.

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The evaluation of students’ progression in lower secondary education in Brazil: Exploring the path for equity

Cited by 3 publications

References 80 publications

School (socie)ties: individual and school level differences in the association between ethnic/racial victimization and academic functioning

School (socie)ties: individual and school level differences in the association between ethnic/racial victimization and academic functioning

Value-added scores show limited stability over time in primary school

The relationship between students’ socio-demographics and the probability of grade repetition in Brazilian primary education: is it decreasing over time?

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