Analysis of Math Test Score Gap Between White and Non-White Students in Brazilian Public Schools: SAEB 2015

2019 ◽  
Vol 47 (2) ◽  
pp. 138-158
Author(s):  
Kalinca Léia Becker ◽  
Mary Paula Arends-Kuenning
Keyword(s):  
Public Schools ◽  
White Students ◽  
Evaluation System ◽  
Test Score ◽  
Basic Education ◽  
Structural Effect ◽  
Score Distribution ◽  
Grade Distribution ◽  
Upper Level ◽  
Math Test

This study aims to analyze and decompose the gap between White and non-White students’ test scores observed in the Brazilian National Evaluation System of Basic Education (SAEB)—2015. To do so, proficiency equations were estimated for each student race group (White, Brown, Black, and Indigenous) using the recentered influence function method, which generalizes the Oaxaca–Blinder decomposition to any point in the grade distribution. The proficiency of White students is higher than the other groups of students, and this difference increases throughout the distribution. Black students exhibit the lowest average test score, behind the Indigenous and then the Brown students. At the lower and middle levels of the math test score distribution, the racial gap is mainly due to the characteristics effect, which represents the part of the proficiency differential that is explained by the differences in observable characteristics of students. However, the gap at the upper level of grade distribution is mainly due the structural effect, which results from non-observable issues, such as discrimination and stereotype threats.

scholarly journals GESTÃO DA ESCOLA E OS RESULTADOS DO IDEB: APROPRIAÇÕES E USOS DE DADOS EDUCACIONAIS

polemica ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 034-053
Author(s):  
Maria Adalgiza De Farias ◽  
Antonio Germano Magalhães Junior
Keyword(s):  
Public Schools ◽  
Evaluation System ◽  
Basic Education ◽  
Assessment System ◽  
Education Development ◽  
Education Assessment ◽  
Documentary Analysis ◽  
Learning Conditions ◽  
The Government ◽  
Two Stages

Resumo: Este artigo é resultado de uma pesquisa que enfoca as mudanças no cenário educacional brasileiro, iniciadas com a reformulação do Sistema de Avaliação da Educação Básica (SAEB), em 2005, e com a aferição da qualidade da educação pelo Índice de Desenvolvimento da Educação Básica (IDEB), para o cumprimento do Plano de Metas Compromisso Todos pela Educação. O objetivo foi analisar como os dados IDEB foram apropriados e utilizados em escolas públicas municipais de Fortaleza, a partir da perspectiva da equipe de gestão, tendo em vista os desafios das escolas no tocante às metas de qualidade educacional. O estudo abrange três escolas que conseguiram evoluir continuamente as metas do IDEB, nas duas etapas do Ensino Fundamental (5º e 9º anos), nas edições de 2007 a 2013. Os atores foram os gestores da época. A pesquisa foi desenvolvida por meio de entrevistas e análise documental. O estudo mostrou que os atores utilizavam, de fato, os resultados do sistema de avaliação próprio do Governo do Estado do Ceará e evidenciou a necessidade de que gestores e professores buscassem conhecer melhor os resultados de sua instituição nas avaliações externas para utilizá-los como insumos estratégicos no desenvolvimento de projetos educativos, considerando a possibilidade de melhoria das condições de aprendizagem no ambiente escolar.Palavras-chave: Política educacional. IDEB. Gestão da escola. Uso de dados educacionais.Abstract: This article is the result of a research that focuses on the changes in the Brazilian educational scenario, which started with the reformulation of the Basic Education Assessment System (SAEB) in 2005, and with the quality of education assessment by the Basic Education Development Index (IDEB), in order to fulfill the Plan of Goals Commitment All for Education. The objective was to analyze how the IDEB data were appropriated and used in municipal public schools of Fortaleza from the perspective of the management team, based on the challenges of the schools regarding the goals of educational quality. The study covers three schools that were able to continuously evolve the goals of the IDEB in the two stages of elementary school (5th and 9th years), in the editions from 2007 to 2013, and the actors were the managers of the time. The research was developed through interviews and documentary analysis. The study showed that the actors actually used the results of the evaluation system of the Government of the State of Ceará and pointed out the need for managers and teachers to better understand the results of their institution in the external evaluations to use them as inputs strategies in the development of educational projects, considering the possibility of improving the learning conditions in the school environment.Keywords: Educational politics. IDEB. School management. Use of educational data.

scholarly journals Diverging Disparities: Race, Parental Income, and Children’s Math Scores, 1960 to 2009

2021 ◽  
Vol 94 (2) ◽  
pp. 124-142
Author(s):  
Jordan A. Conwell
Keyword(s):  
Low Income ◽  
White Students ◽  
Test Score ◽  
Data Sets ◽  
Parental Income ◽  
Black And White ◽  
Math Scores ◽  
Nationally Representative ◽  
Math Test ◽  
Math Test Scores

In recent decades, the black–white test score disparity has decreased, and the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends: black and white students whose parents have similarly low, middle, or high incomes (i.e., same income or race within income). To do so, I draw on three nationally representative data sets on 9th or 10th graders, covering 1960 to 2009, that contain information on students’ math test scores. I find that math test score disparities between black and white students with same-income parents are to black students’ disadvantage. Although these disparities have decreased since 1960, in 2009 they remained substantively large, statistically significant, and largest between children of the highest-income parents. Furthermore, family and school characteristics that scholars commonly use to explain test score disparities by race or income account for markedly decreasing shares of race-within-income disparities over time. The study integrates the literatures on test score disparities by race and income with attention to the historical and continued structural influence of race, net of parental income, on students’ educational experiences and test score outcomes.

scholarly journals Construção de indicadores para descrever desigualdades de aprendizado na Prova Brasil

2016 ◽  
Vol 27 (66) ◽  
pp. 782
Author(s):  
Maria Teresa Gonzaga Alves ◽  
Flavia Pereira Xavier
Keyword(s):  
Public Schools ◽  
Elementary Education ◽  
Evaluation System ◽  
Basic Education ◽  
School Curriculum ◽  
Pedagogical Practices ◽  
Age Gap ◽  
Complex Dimensions ◽  
Educational Indicators ◽  
Basic Level

<p>O artigo apresenta dois indicadores que sintetizam dimensões complexas das escolas: intervenção para melhoria e currículo na escola. Eles foram construídos com os dados do Sistema de Avaliação da Educação Básica por meio da Teoria da Resposta ao Item. Os indicadores foram utilizados para análise do aprendizado dos alunos das escolas públicas de ensino fundamental e para testar hipóteses sobre desigualdades entre alunos com e sem atraso escolar por meio de modelos estatísticos. Escolas com escores mais altos nos dois indicadores aumentam as chances de seus alunos estarem nos níveis mais altos de aprendizado, mas as práticas sintetizadas nos indicadores contribuem para reduzir diferenças entre alunos com e sem atraso escolar apenas em relação às chances de eles estarem no nível básico. Os indicadores não devem ser tomados de forma determinística, mas têm potencial para indicar problemas ou êxitos nas práticas pedagógicas das escolas.</p><p><strong>Palavras-chave:</strong> Indicadores Educacionais; Prova Brasil; Desigualdades Educacionais; Aprendizagem.</p><p> </p><p><strong><em>Construcción de indicadores para describir desigualdades de aprendizaje en la prova Brasil</em></strong></p><p><strong><em>Resumen:</em></strong></p><p><em>El artículo presenta dos indicadores que sintetizan dimensiones complejas de las escuelas: intervención para mejoras y currículo escolar. Fueron elaborados con los datos del Sistema de Evaluación de la Educación Básica por medio de la Teoría de la Respuesta al Ítem. Los indicadores fueron utilizados para analizar el aprendizaje de los alumnos de las escuelas públicas de educación básica y para testear hipótesis sobre desigualdades entre alumnos con y sin atraso escolar por medio de modelos estadísticos. Escuelas con escores más elevados en los dos indicadores aumentan las posibilidades de que sus alumnos estén en los niveles más altos de aprendizaje, pero las prácticas sintetizadas en los indicadores contribuyen para reducir las diferencias entre alumnos con y sin atraso escolar tan solo en relación a las posibilidades de que estén en el nivel básico. No hay que tomar a los indicadores de forma determinística, pero ellos poseen potencial para indicar problemas o éxitos en las prácticas pedagógicas de las escuelas.</em></p><p><strong><em>Palabras claves:</em></strong><em> Indicadores Educacionales; Prova Brasil; Desigualdades Educacionales; Aprendizaje.</em></p><p> </p><p><strong><em>Construction of indicators to describe learning inequalities in prova Brasil</em></strong></p><p><strong><em>Abstract:</em></strong></p><p><em>This article presents two indicators that summarize complex dimensions of schools: intervention for improvement and school curriculum. They were constructed with the data provided by the Basic Education Evaluation System by means of the Item Response Theory. The indicators were used to analyze students’ learning in elementary education in public schools and to test hypotheses regarding inequality among students with and without age-gap using statistical models. Schools with higher scores in the two indicators increase students’ chances to be at the highest levels of learning. However, the practices summarized in the indicators contribute to reduce the differences between students with and without age-gap only in relation to their chances of being at the basic level. The indicators should not be used in a deterministic way, but they have the potential to show problems or successes in pedagogical practices in schools.</em></p><p><strong><em>Keywords:</em></strong><em> Educational Indicators; Prova Brasil; Educational Inequalities; Learning.</em></p>

scholarly journals Diverging Disparities: Race, Parental Income, and Children's Math Scores, 1960-2009

2020 ◽  
Author(s):  
Jordan A. Conwell
Keyword(s):  
Low Income ◽  
White Students ◽  
Test Score ◽  
Parental Income ◽  
Tenth Graders ◽  
Black And White ◽  
Math Scores ◽  
Nationally Representative ◽  
Math Test ◽  
Math Test Scores

In recent decades, the Black-White test score disparity has decreased, while the test score disparity between children of high- versus low-income parents has increased. This study focuses on a comparison that has, to date, fallen between the separate literatures on these diverging trends – Black and White students whose parents have similarly low, middle, or high incomes (i.e., same-income or race-within-income). To do so, I draw on three nationally representative datasets on ninth or tenth graders, covering the period from 1960 to 2009, all of which contain information on students’ math test scores. I find that math test score disparities between Black and White students with same-income parents are to Blacks’ disadvantage. Although these disparities have decreased since 1960, in 2009, they remain substantively large, statistically significant, and largest between children of the highest income parents. Further, family and school characteristics that scholars commonly use to explain test score disparities by race or by income have accounted for markedly decreasing shares of race-within-income disparities over time. The study integrates the literatures on test score disparities by race and by income with needed attention to race’s historical and continued structural influence, net of parental income, on students’ educational experiences and test score outcomes.

Another look at the Acceptability of Philippine English through the Lens of Basic Education Teachers

2021 ◽  
Vol 3 (2) ◽  
pp. 99-115
Author(s):  
Jenifer Mangalus
Keyword(s):  
Public Schools ◽  
English Language ◽  
Basic Education ◽  
School Administrators ◽  
English Teachers ◽  
Current Status ◽  
Academic Context ◽  
English Classes ◽  
Significant Difference ◽  
Post Test

While there have been studies and awareness seminars conducted in the promotion of Philippine English (PE), still PE has not fully-penetrated in most public schools. Hence, the study sought to identify the acceptability of PE among English teachers from a secondary high school in Pampanga. PE’s levels of acceptability were determined using Torres and Alieto’s (2019) Grammatical and Lexical Acceptability Questionnaire. Pre -test result revealed that teachers have low acceptability level of the PE grammatical and lexical items   and that they are not aware of the PE. A webinar was conducted to introduce the PE among teachers and the post-test showed a significant difference to their acceptability level. Furthermore, teachers’ answers to the follow up questions imply that they are willing to introduce PE in the classroom, which they believe will help the students to be more conversant and become more confident in speaking the English language. It is concluded that teachers are open to incorporating the PE in their classes to further improve their students’ confidence in learning the language. The following recommendations were given: (1) Teachers should be provided with more seminars that will update them with the current status of Philippine English; (2) Teachers should be encouraged to consider the Philippine English in motivating students to be confident speakers in the English classes; and (3) School administrators and English teachers should promote the acceptance of Philippine English in the academic context.

Goal setting in Missouri's model evaluation system

2019 ◽  
Author(s):  
◽  
Kimberly Burger
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Goal Setting ◽  
Model Evaluation ◽  
Professional Growth ◽  
Evaluation System ◽  
Goal Commitment ◽  
Elementary And Secondary Education ◽  
Effective Evaluation ◽  
Seven Principles

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Goal setting in Missouri's Model Evaluation is the central focus of this research. Years of legislation increased the federal presence in public education and made accountability a household term for educators. The direct piece of policy that connects this research to is Missouri's ESEA Flexibility Waiver. The waiver established goals that would bypass the rigorous mandates of No Child Left Behind but would still ensure high-quality programs within Missouri schools. Effective leadership and instruction were a core goal of the waiver and established the seven principles of effective evaluation for Missouri public schools. The seven principles of effective evaluation were to serve as the guiding principles for educator evaluation in Missouri by the 2014-15 academic year. Missouri's Department of Elementary and Secondary Education created the Missouri Model Evaluation System, offering districts a premade evaluation system. The model system utilizes goal setting within growth guides to provide evaluation participants a focus for both evaluation and professional growth. The four moderators of Locke and Latham's Goal Setting Theory serve as the conceptual framing of this research. These moderators, or variables, are goal specificity, goal commitment, goal difficulty, and goal feedback. The likelihood of goal achievement increases when the moderators are considered during implementation.

scholarly journals A matrícula no ensino fundamental em perspectiva: Brasil e unidades da Federação – 2000-2001

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Carlos Eduardo Moreno Sampaio ◽  
João Vicente Pereira ◽  
Liliane Oliveira Brant ◽  
Vanessa Néspoli
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
United Nations ◽  
Basic Education ◽  
Student Enrollment ◽  
National Program ◽  
School Enrolment ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Brazilian Case

Com o objetivo de subsidiar o Programa Nacional do Livro Didático (PNLD), gerenciado pelo Fundo Nacional de Desenvolvimento da Educação (FNDE), apresenta uma análise do comportamento histórico da matrícula no ensino fundamental regular e calcula estimativas para os anos de 2000 e 2001, na rede pública, por série, para cada uma das 27 unidades da Federação. Foi adotada a metodologia de fluxo escolar, considerando o modelo proposto pela Organização das Nações Unidas para a Educação, Ciência e Cultura (Unesco), com as adaptações pertinentes ao caso brasileiro e a incorporação de formas de correção e ajustes dos dados sugeridos pelo professor Ruben Klein. Palavras-chave: ensino fundamental; matrícula; Programa Nacional do Livro Didático. Abstract With the objective to subsidize the National Program of the Didactic Book (PNLD) managed by the National Fund for the Development of the Education (FNDE), this paper presents an analysis of the historical behaviour towards student enrollment in the regular basic education and it also calculates estimatives for the years 2000 and 2001, in public schools, by levels, for each one of 27 unities of the Federation. The methodology of the schoolar flow was adopted, considering the model proposed by the United Nations Educational, Scientific and Cultural Organization (Unesco) with the adaptations pertinent to the Brazilian case and the incorporation of correction forms and data adjustments suggested by professor (doctor) Ruben Klein. Keywords: elementary school, enrolment, National Program of the Didactic Book (PNLD).

scholarly journals Professores(as)-pesquisadores(as) de educação física na educação básica: idiossincrasias e fomento à formação na região metropolitana de Fortaleza

2019 ◽  
Vol 17 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Amanda Taiane Correia de Oliveira ◽  
Liana Lima Rocha ◽  
Luciana Venâncio ◽  
Luiz Sanches Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
Educational Practices ◽  
Female Teacher ◽  
One Year ◽  
Education Network ◽  
The City

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

scholarly journals La formación del educador como factor de calidad de las organizaciones educativas// The formation of the educator as a quality factor of educational organizations.

2011 ◽  
Vol 2 (1) ◽  
pp. 103
Author(s):  
Carmen Cecilia Lago de Fernández
Keyword(s):  
Evaluation System ◽  
Basic Education ◽  
Educational Quality ◽  
First Century ◽  
Educational Organizations ◽  
Education Legislation ◽  
Early Twenty ◽  
Revisión Sistemática ◽  
Undergraduate Programs ◽  
Siglo Xx

En este trabajo se una reflexión a partir de la revisión sistemática de la legislación educativa en Colombia, del sistema de evaluación de los estándares de calidad educativa partiendo de que desde la segunda mitad del siglo XX e inicio del siglo XXI, Colombiaha realizado múltiples cambios y reformas en su sistema educativo en cuanto a legislación, políticas, currícula, estándares, procesos de evaluación, sin embargo no hasido posible mejorar en forma significativa los índices alcanzados tanto en las evaluaciones nacionales como son: pruebas saber, para la educación básica, pruebas saber para bachilleres y saber Pro para quienes finalizan los programas de pregrado.ABSTRACT:In this paper, a reflection from the systematic review of education legislation in Colombia, the evaluation system of educational quality standards assuming that since the second half of the twentieth century and early twenty-first century, Colombia has made many changes and reforms in the education system in terms of legislation, policies, curriculum, standards, assessment processes, however, has not been possible to significantly improve the rates achieved both national assessments such as: tests namely, basic education, find evidence for graduates and leavers know Pro for undergraduate programs.

“All Models Are Wrong”

PMLA ◽  
2017 ◽  
Vol 132 (3) ◽  
pp. 668-673 ◽  
Author(s):  
Richard Jean So
Keyword(s):  
Social Sciences ◽  
Statistical Models ◽  
Test Score ◽  
Quantitative Model ◽  
Introductory Statistics ◽  
Social Scientists ◽  
Test Taking ◽  
The Social ◽  
Math Test ◽  
Statistical Graphic

Several years ago, the first thing i learned in my introductory statistics class was the following declaration, which the instructor had written in capital letters on the blackboard: “all models are wrong.” Models are statistical, graphic, or physical objects, and their primary quality is that they can be manipulated. Scientists and social scientists use them to think about the social or natural worlds and to represent those worlds in a simplified manner. Statistical models, which dominate the social sciences, particularly in economics, are typically equations with response and predictor variables. Specifically, a researcher seeks to understand some social phenomenon, such as the relation between students' scores on a math test and how many hours the students spent preparing for the exam. To predict or describe this relation, the researcher constructs a quantitative model with quantitative inputs (the number of hours each student spent studying) and outputs (each student's test score). The researcher hopes that the number of hours a student spent preparing for the exam will correlate with the student's score. If it does, this quantified relation can help describe the overall dynamics of test taking.

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