Como medir eficácia e equidade escolar no ensino fundamental brasileiro

Abstract

This article investigates the school effect and inequality of opportunities on the performance of Brazilian 9th grade elementary school students in Mathematics. Our effectiveness and equity criterion uses a hierarchical linear model to calculate this effect for all schools in Brazil and the index proposed by Checchi and Peragine (2010) to measure inequalities of opportunities in schools, based on data from the Basic Education Assessment System (SAEB) from 2019. The results show that, although there are no large absolute values of inequalities, there are significant discrepancies between schools in certain municipalities in both the Race and Socioeconomic Level (INSE) dimensions. It is possible to identify institutions that are both effective and equitable and that can serve as models for others.