Resumo

RABELO, Rachel Pereira  e  CAVENAGHI, Suzana Marta. Educational indicators for teacher training: the use of longitudinal data. Est. Aval. Educ. [online]. 2016, vol.27, n.66, pp.816-850. ISSN 1984-932X.  https://doi.org/10.18222/eae.v0ix.4084.

This article presents two indicators that summarize complex dimensions of schools: intervention for improvement and school curriculum. They were constructed with the data provided by the Basic Education Evaluation System by means of the Item Response Theory. The indicators were used to analyze students' learning in elementary education in public schools and to test hypotheses regarding inequality among students with and without age-gap using statistical models. Schools with higher scores in the two indicators increase students' chances to be at the highest levels of learning. However, the practices summarized in the indicators contribute to reduce the differences between students with and without age-gap only in relation to their chances of being at the basic level. The indicators should not be used in a deterministic way, but they have the potential to show problems or successes in pedagogical practices in schools.

Palavras-chave : Educational Indicators; Teacher Training; Basic Education; Higher Education.

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