1 / 57

School-based Management and Academic Achievement in Brazil: An Analysis of State-level Data

School-based Management and Academic Achievement in Brazil: An Analysis of State-level Data. Paul S. Losch Thesis Defense January 11, 2002. Five Major Findings. Three of these come from background research. Two come from statistical analysis.

baylee
Télécharger la présentation

School-based Management and Academic Achievement in Brazil: An Analysis of State-level Data

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. School-based Management and Academic Achievement in Brazil: An Analysis of State-level Data Paul S. Losch Thesis Defense January 11, 2002

  2. Five Major Findings • Three of these come from background research. • Two come from statistical analysis.

  3. 1. There is a new philosophy guiding education policy in Brazil today. • Performance and Accountability

  4. 1. There is a new philosophy guiding education policy in Brazil today. • Performance and Accountability • Central Standards, Local Control

  5. 1. There is a new philosophy guiding education policy in Brazil today. • Performance and Accountability • Central Standards, Local Control • Changes in Law: LDB of 1996

  6. 1. There is a new philosophy guiding education policy in Brazil today. • Performance and Accountability • Central Standards, Local Control • Changes in Law: LDB of 1996 • Changes in Practice: 1980s to date

  7. 2. Educational inequalities persist in Brazil, despite recent advances.

  8. States and Regions of Brazil

  9. 2. Educational inequalities persist in Brazil, despite recent advances. • Literacy

  10. Evolution of Literacy, 1970-1996

  11. 2. Educational inequalities persist in Brazil, despite recent advances. • Literacy • Enrollment/Attendance

  12. Percentage of Pop. Age 7 to 14 Attending School, 1996

  13. 2. Educational inequalities persist in Brazil, despite recent advances. • Literacy • Enrollment/Attendance • Academic Achievement

  14. Mean Scores on 4th Grade SAEB Exams: High, Medium and Low Achievers (’95,’97,’99)

  15. Correlation Between 8th Grade and 4th Grade Mean Scores for States (1995)

  16. 3. School-based management is a concept much discussed but little defined.

  17. Federal Government’s Emphasis on Participation Translation: “Get to know your child’s second home. April 24. National Day of the Family at School.” Ministry of Education, 2001.

  18. 3. School-based management is a concept much discussed but little defined. • Basic principles:

  19. 3. School-based management is a concept much discussed but little defined. • Basic principles: 1) Autonomy

  20. 3. School-based management is a concept much discussed but little defined. • Basic principles: 1) Autonomy 2) Participation.

  21. 3. School-based management is a concept much discussed but little defined. • Basic principles: 1) Autonomy 2) Participation. • Change: Institutional

  22. 3. School-based management is a concept much discussed but little defined. • Basic principles: 1) Autonomy 2) Participation. • Change: Institutional Or Behavioral?

  23. 3. School-based management is a concept much discussed but little defined. • Basic principles: 1) Autonomy 2) Participation. • Change: Institutional Or Behavioral? • Aims: Economic Rationalization

  24. 3. School-based management is a concept much discussed but little defined. • Basic principles: 1) Autonomy 2) Participation. • Change: Institutional Or Behavioral? • Aims: Economic Rationalization or Political Consciousness-raising?

  25. Economic Rationalization: • Initially the demand for more democratic, participatory and decentralized management was almost an end in itself, and was basically a demand by teachers and other educational experts. By the end of the 1980’s demand for reforms in the management process came to be seen as a requirement for improving the efficiency and quality of the educational system, besides embracing an ever-wider range of the population. (Paes de Barros and Mendonça 1998: 79)

  26. Social change: • There is a vast literature challenging the narrowness of the economist’s vision of school-based management that reduces it to an administrative activity. From different points of view, an attempt is made to rescue the uniqueness of the school as an institution, and the importance of understanding school-based management in terms of its pedagogical aims. In the field of research into school administration – where “administration” is defined as the rational utilization of resources to achieve specified ends --, it becomes necessary to make the educational objectives permeate the means by which they are achieved. (Krawczyk, 1999: 117)

  27. Three Background Findings • There is a new philosophy guiding education policy in Brazil today. • Educational inequalities persist in Brazil, despite recent advances. • School-based management is a concept much discussed, but little defined.

  28. Data Analysis • Universe: 26 States

  29. Data Analysis • Universe: 26 States • Sources: INEP, IBGE, UNDP

  30. Data Analysis • Universe: 26 States • Sources: INEP, IBGE, UNDP • SAEB/95: over 24,000 4th graders at 879 schools and 29,000 8th graders at 870 schools.

  31. Data Analysis • Universe: 26 States • Sources: INEP, IBGE, UNDP • SAEB/95: over 24,000 4th graders at 879 schools and 29,000 8th graders at 870 schools. • Education Production Function: Using past experience, scores can be predicted on the basis of home and school conditions.

  32. 4. Academic achievement is determined by a complex group of interrelated home and school factors. • Correlation between achievement and home conditions.

  33. Fourth Grade Correlation Matrix

  34. Eighth Grade Correlation Matrix

  35. 4. Academic achievement is determined by a complex group of interrelated home and school factors. • Correlation between achievement and home conditions. • Correlation between achievement and school conditions

  36. Fourth Grade Correlation Matrix

  37. Eighth Grade Correlation Matrix

  38. 4. Academic achievement is determined by a complex group of interrelated home and school factors. • Correlation between achievement and home conditions. • Correlation between achievement and school conditions • Correlation between home and school conditions.

  39. Fourth Grade Correlation Matrix

  40. Eighth Grade Correlation Matrix

  41. 5. SBM and high levels of academic achievement appear to result from the same conditions. • In the 4th grade data, there is a correlation between SBM and academic achievement.

  42. Fourth Grade Correlation Matrix

  43. Scatterplot: Mean Score and Percentage of Students in Schools with Active School Councils (4th Grade 1995)

  44. Eighth Grade Correlation Matrix

  45. Scatterplot: Mean Score and Percentage of Students in Schools with Active School Councils (8th Grade 1995)

  46. 5. SBM and high levels of academic achievement appear to result from the same conditions. • In the 4th grade data, there is a correlation between SBM and academic achievement. • After controlling for home and school factors, SBM appears to have no independent power to explain or predict academic achievement.

  47. Regression 4th Grade (Unweighted) • Table 4.1 - NOTASAEB4 Regressed on PCTUNIV4 and COMPU4. (Unstandardized Coefficients) • Independent Variables Model 1 Model 2 • Constant 174.742** 170.768** • PCTUNIV4 .519** .415** • COMPU4 .373* • Adjusted R square .464 .564 • ** = P <.01 • *= P <.05

  48. Regression 4th Grade (Weighted) • Table 4.2 - NOTASAEB4 Regressed on PCTUNIV4. (Unstandardized Coefficients), weighted by 4th grade sample size) • Independent Variables Model 1 • Constant 174.883** • PCTUNIV4 .546** • ______________________ • Adjusted R square .549 • ** = P <.01

  49. Fourth Grade Correlation Matrix

  50. Regression 8th Grade (Unweighted) • Table 4.3 NOTASAEB8 Regressed on LITERACY and PCTUNIV8. (Unstandardized Coefficients, Unweighted) • Independent Variables Model 1 Model 2 • Constant 144.254** 150.380** • LITERACY 1.229** .957** • PCTUNIV8 .262* • Adjusted R square .647 .774 • ** = P <.01 • * = P <.05

More Related