Resumo

ALVES, Maria Teresa Gonzaga  e  SOARES, José Francisco. Efeito-escola e estratificação escolar: o impacto da composição de turmas por nível de habilidade dos alunos. Educ. Rev. [online]. 2007, n.45, pp.25-59. ISSN 0102-4698.

This study measures the school effects on the achievement for fifth grade students of seven public schools, which serve homogeneous, in terms of their socioeconomic status, communities. The school effect is measured through a hierarchical linear model, which allows the separation of the learning of fifth grade students due to their schools practices from other sources of influence. The students included in this study were tested at the beginning and at the end of the school year. They answered a Portuguese language and a Mathematics test and filled a questionnaire with items on their demographic, socioeconomic and cultural characteristics. Additional items in the questionnaire captured the students' studying habits and their academic trajectory. Some parents and school staff were also interviewed in order to help the contextualization of the results, obtained with the achievement tests and questionnaires. The results show that the way the schools allocate students to classes has a large impact on student achievement. Using academic ability to allocate students to different classes impact not only the individual student achievement level, but also their corresponding learning rates. This class composition criterion contributes to transform small initial differences among students in large differences on their academic achievement, increasing therefore the school stratification.

Palavras-chave : School Effects; Class Effects; Longitudinal Study.

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