<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812020000300691</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.101i259.4469</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Value-added measures in higher education: a historical contextualization of Brazilian experiences]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelos de valor agregado no ensino superior: uma contextualização histórica da experiência brasileira]]></article-title>
<article-title xml:lang="es"><![CDATA[Modelos de valor agregado en la educación superior: una contextualización histórica de la experiencia brasileña]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Vivian Duarte Couto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Gilberto José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[Nicola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia (UFU)  ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia (UFU)  ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Uberlândia (UFU)  ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade de Minnesota (Twin cities campus)  ]]></institution>
<addr-line><![CDATA[Minneapolis Minnesota]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,University at Albany (SUNY).  ]]></institution>
<addr-line><![CDATA[Albany Nova Iorque]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>101</volume>
<numero>259</numero>
<fpage>691</fpage>
<lpage>720</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812020000300691&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812020000300691&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812020000300691&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: School quality assessment has been the object of research of economists, educators, policymakers, and various stakeholders worldwide. In Brazil, the National Assessment System for Higher Education is an initiative that seeks to assess the country&#8217;s undergraduate programs, their faculty, and student achievement, as well as to provide quality indicators that account for the differences between them. One such indicator is the Indicator of Difference Between Observed and Expected Achievements (IDD), which measures the contribution of undergraduate programs to student achievement. Since 2006, policymakers have altered their estimation methodology, seeking to improve it as an accurate value-added measure. This research aims to discuss this change and its impacts on the ranking of undergraduate programs in Accounting in Brazil. A quantitative design was used to test four value-added models included in the historical records of the IDD and to identify the impact of these methodologies. The sample consisted of 30,668 students from 911 accounting schools. The results show that the current model is more accurate than the previous ones. However, both the literature and the findings indicate that the model could be improved by introducing explanatory variables for academic achievement that cannot be controlled by higher education institutions. The IDD is still unsuitable because it considers all institutions and all students equal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A avaliação da qualidade das escolas tem sido objeto de pesquisas de economistas, educadores, formuladores de políticas e vários stakeholders em todo o mundo. No Brasil, o Sistema Nacional de Avaliação do Ensino Superior (Sinaes) é uma iniciativa que busca avaliar os programas de graduação do País, seus professores e o desempenho dos estudantes, além de fornecer indicadores de qualidade que explicam a diferença entre esses programas. Um deles é o Indicador de Diferença entre Desempenhos Observado e Esperado (IDD), que mede a contribuição de um programa de graduação para o desempenho dos seus estudantes. Desde 2006, os legisladores vêm mudando a metodologia de cálculo do referido indicador, buscando aprimorá-la como uma medida precisa do valor agregado. Esta pesquisa tem como objetivo discutir essas alterações e seus impactos no ranking dos cursos de graduação em Contabilidade no Brasil. Um design quantitativo foi utilizado para testar quatro modelos de valor agregado registrados nos históricos do IDD e para identificar o impacto dessas mudanças metodológicas. A amostra foi composta por 30.668 estudantes de 911 cursos de Ciências Contábeis. Os resultados mostram que o modelo atual é mais preciso do que os anteriores. No entanto, tanto a literatura quanto os resultados indicam que o modelo pode ser aprimorado com a introdução de variáveis explicativas para o desempenho acadêmico que não podem ser controladas por instituições de ensino superior. O IDD ainda é inadequado porque considera todas as instituições e todos os estudantes como iguais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La evaluación de la calidad de las escuelas ha sido objeto de investigaciones por parte de economistas, educadores, responsables de la formulación de políticas y diversos stakeholders de todo el mundo. En Brasil, el Sistema Nacional de Evaluación de la Educación Superior (Sinaes) es una iniciativa que busca evaluar los programas de graduación del país, sus profesores y el rendimiento de los estudiantes, además de proporcionar indicadores de calidad que explican la diferencia entre esos programas. Uno de ellos es el Indicador de Diferencia entre Rendimientos Observado y Esperado (IDD), que mide el aporte de un programa de graduación para el rendimiento de sus estudiantes. Desde 2006, los legisladores están cambiando la metodología de estimación del indicador, buscando mejorarla como una medida exacta del valor agregado. Esta investigación tiene como objetivo discutir esos cambios y sus impactos en la clasificación de los cursos de graduación en Contabilidad en Brasil. Se utilizó un diseño cuantitativo para probar cuatro modelos de valor agregado registrados en los históricos del IDD y para identificar el impacto de esos cambios metodológicos. La muestra fue conformada por 30.668 estudiantes de 911 cursos de Contabilidad. Los resultados muestran que el modelo actual es más exacto que los anteriores. Sin embargo, tanto la literatura como los resultados indican que el modelo puede ser mejorado con la introducción de variables explicativas para el rendimiento académico que no pueden ser controladas por instituciones de educación superior. El IDD aún es inapropiado porque considera a todas las instituciones y a todos los estudiantes como iguales.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[quality]]></kwd>
<kwd lng="en"><![CDATA[school effectiveness]]></kwd>
<kwd lng="pt"><![CDATA[eficácia escolar]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[qualidade do ensino superior]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación superior]]></kwd>
<kwd lng="es"><![CDATA[eficacia escolar]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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