Abstract

NASCIMENTO, Paulo A. Meyer M.. Fatores associados ao desempenho escolar: resultados de um modelo multinível de valor adicionado. Est. Aval. Educ. [online]. 2012, vol.23, n.51, pp.16-39. ISSN 0103-6831.

This paper analyzes a multilevel model of value added in a sample of schools, classes and students enrolled in the second grade of elementary school in Salvador, state of Bahia, in an attempt to identify factors associated with school performance. In addition, this study highlights the methodological complications arising from the omission of relevant variables, which may occur when resources are endogenously determined, and describes methods of dealing with this problem. Although the results do not allow inferences about potential causal links between explanatory variables and the dependent variable, they suggest that, at least for the sample examined, performance in standardized reading tests is associated only with students’ prior knowledge, their parents’ education and the type (public or private) of school they were attending when the data collecting instruments were applied during the first year of the GERES Project field work.

Keywords : Learning Achiviement; Social Function; Education Quality; GERES Project.

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