ERIC Number: ED441851
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Relative Influence of Family and School Factors on Student Cognitive Achievement: A Brazilian Experience.
Soares, J. F.; Cesar, C. C.; Mambrini, J.
The impact of educational reforms in Brazil has been assessed by the Brazilian Evaluation System of Basic Education (SAEB), a tool designed to measure the cognitive achievement of students. The SAEB comprises tests of Portuguese grammar and writing, mathematics, and science. Schools have used the SAEB mainly for comparisons among groups of students rather than for policy and program improvement. This paper reports the first results of an evaluation of 1995 and 1997 SAEB data. The sample for this investigation is 16,124 eighth graders from 689 schools who took the mathematics test. Results indicate that intraschool process variables account for a sizable share of the variability of proficiency of these students in mathematics. There are many opportunities to improve student achievement in Brazil by manipulating physical, pedagogical, and administrative school resources. The differences in achievement between public and private schools is so large that even the sampling model and its implementation should be questioned. If true, this difference shows real inequities in Brazilian education. The use of more adequate scaling procedures cannot compensate for poor questionnaire design in the SAEB. It is suggested that a new instrument be developed for collecting student, teacher, and principal data. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil