Resumo

ANDRADE, Renato Júdice de  e  SOARES, José Francisco. O efeito da escola básica brasileira. Est. Aval. Educ. [online]. 2008, vol.19, n.41, pp.379-406. ISSN 0103-6831.

A student's cognitive performance, as measured by his proficiency in standardized tests, is a result of his personal options, his socio-demographic antecedents, his family's structure and values and the society in which he lives and, finally, the school he attends. The purpose of this article is to characterize, in two distinct ways, the effect of Brazil's elementary schools on their students' cognitive performance. As there are many other determining factors, the school's effect can only be isolated and measured by means of statistical methods which control the influence of other factors. For this purpose, this research makes use of hierarchical regression models. The empirical study uses data from the Saeb (National Assessment System of Basic Education), concerning the 1995, 1997, 1999, 2001 and 2003 cycles; from the 4^th and 8^th grade of elementary school and the 3^rd grade of high school (senior year), both in Mathematics and in Portuguese. The results of the research point to the existence of schools, in our educational system, with a distinct effect thus showing that they have information about the pedagogical management of their human and physical resources which, if used by a larger number of schools, may improve Brazil's system of elementary education.

Palavras-chave : Schools; Saeb; Cognitive Development; Students; Teaching Quality; Basic Education.

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