<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312016000300662</article-id>
<article-id pub-id-type="doi">10.18222/eae.v27i66.4012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indicadores educacionais e contexto escolar: uma análise das metas do Ideb]]></article-title>
<article-title xml:lang="es"><![CDATA[Indicadores educacionales y contexto escolar: un análisis de las metas del Ideb]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational indicators and school context: an analysis of the goals of the Ideb]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Daniel Abud Seabra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Erica Castilho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto Departamento de Educação ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ouro Preto Departamento de Estatística ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>27</volume>
<numero>66</numero>
<fpage>662</fpage>
<lpage>688</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312016000300662&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312016000300662&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312016000300662&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Buscamos relacionar caracter&#237;sticas das escolas que estejam associadas &#224; probabilidade de a escola atingir a meta do &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica (Ideb) 2013. Os objetivos s&#227;o: analisar a associa&#231;&#227;o da meta do Ideb com outros indicadores educacionais; comparar os anos iniciais e finais do ensino fundamental. Usamos m&#233;todos quantitativos: estat&#237;stica descritiva, Teoria da Resposta ao Item e regress&#227;o log&#237;stica (N anos iniciais= 36.236 escolas e N anos finais= 29.095 escolas). Nos anos iniciais, a vari&#225;vel de maior impacto sobre a probabilidade de a escola atingir a meta do Ideb &#233; a infraestrutura. Nos anos finais, as vari&#225;veis que mais impactam s&#227;o o n&#237;vel socioecon&#244;mico e a infraestrutura. Existe um funcionamento diferencial entre os anos iniciais e finais (por exemplo, o n&#237;vel socioecon&#244;mico apresenta impacto positivo nos anos iniciais e negativo nos anos finais). Algumas rela&#231;&#245;es entre o Ideb e outros indicadores educacionais s&#227;o diferentes quando o fen&#244;meno em quest&#227;o &#233; a meta do Ideb.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Intentamos relacionar caracter&#237;sticas de las escuelas asociadas a la probabilidad de alcanzar la meta del &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica (Ideb) 2013. Los objetivos son los siguientes: analizar la asociaci&#243;n de la meta del Ideb con otros indicadores educacionales; comparar los primeros y los &#250;ltimos a&#241;os de la educaci&#243;n b&#225;sica. Utilizamos m&#233;todos cuantitativos: estad&#237;stica descriptiva, Teor&#237;a de la Respuesta al &#205;tem y regresi&#243;n log&#237;stica (N primeros a&#241;os = 36.236 escuelas y N &#250;ltimos a&#241;os = 29.095 escuelas). En los primeros a&#241;os, la variable de mayor impacto sobre la probabilidad de que la escuela alcance la meta del Ideb es la infraestructura. Los a&#241;os finales, las variables que m&#225;s impactan son el nivel socioecon&#243;mico y la infraestructura. Hay un funcionamiento diferencial entre los primeros y los &#250;ltimos a&#241;os (por ejemplo, el nivel socioecon&#243;mico presenta un impacto positivo en los primeros a&#241;os y un negativo en los &#250;ltimos). Algunas relaciones entre el Ideb y otros indicadores educacionales son diferentes cuando el fen&#243;meno en cuesti&#243;n es la meta del Ideb.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We aimed to relate the characteristics of schools that are associated with the probability of them achieving the objectives of the &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica (Ideb) [Elementary Education Development Index] 2013. These objectives are to analyze the association of the Ideb goal with other educational indicators as well as to compare the initial and final years of elementary school. We used the following quantitative methods: descriptive statistics, Item Response Theory and logistic regression (N initial years = 36,236 schools and N final years = 29,095 schools). In the initial years, the variable with the greatest impact on the likelihood of the school achieving the Ideb goal is infrastructure. However, in the final years, the variables with the greatest impact are socioeconomic status and infrastructure. The variables function differently between the initial and final years (e.g. socioeconomic status presents positive impact in the initial years and negative in the final years). Some associations between the Ideb and other educational indicators are different when the issue in question is the goal of the Ideb.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Indicadores Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Ideb]]></kwd>
<kwd lng="pt"><![CDATA[Regressão Logística]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="es"><![CDATA[Indicadores Educacionales]]></kwd>
<kwd lng="es"><![CDATA[Ideb]]></kwd>
<kwd lng="es"><![CDATA[Regresión Logística]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="en"><![CDATA[Educational Indicators]]></kwd>
<kwd lng="en"><![CDATA[Ideb]]></kwd>
<kwd lng="en"><![CDATA[Logistic Regression]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
</kwd-group>
</article-meta>
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