Navegando por Autor "SOARES, José Francisco"

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    Avaliação Nacional da Alfabetização: síntese sobre os resultados das escolas associados a variáveis socioeducacionais
    (2020) SOARES, José Francisco; BERGMAN, Luana
    Illiteracy in Brazil remains a serious national issue, although access to school is no longer an overarching problem. The article presents a synthesis of the National Literacy Assessment (ANA), an external assessment carried out on a large scale by the Brazilian federal government in the country's public schools between 2013 and 2016, targeting students in the 3rd year of elementary school. of basic education. It presents an overview of the method adopted in the evaluation, pointing out the main concepts and instruments that structured the initiative. It summarizes the national results shown by the target audience of the 2016 edition of ANA, and associates them with a set of relevant school and social variables. It finds that the characteristics of the students, infrastructure, administrative dependence and complexity of schools, as well as teacher training, create groups of schools with huge differences in terms of proficiency measured by the ANA tests.
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    Escolas de ensino médio de Belo Horizonte: as campeãs e as que oferecem mais ao aluno
    (2002) SOARES, José Francisco; CASTRO, Cláudio Moura; CÉSAR, Cibele Comini
    This paper discusses the limitations of using average performance in classifying schools. There are two important points to be considered: schools have different clientele regarding characteristics relevant to the educational process and it is expected that there is a correlation between the performance of students from the same school. To obtain a classification that considers these two aspects, the methodology of hierarchical linear models was used. This methodology, which is an extension of the multiple linear regression analysis, makes the clienteles comparable and incorporates the correlation between the performance measures of students from the same school. Comparing the classification obtained according to the average criterion with the classification provided by the hierarchical model, with schools classified by concepts, it is observed that there is a great change in the attributed concepts. In particular, public schools move towards the best concepts. It is also observed that, although there is variation between schools, this is not as expressive as the comparison of unadjusted means seems to indicate.
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    Nível socioeconômico, qualidade e eqüidade das escolas de Belo Horizonte
    (2006) SOARES, José Francisco; ANDRADE, Renato Júdice de
    The family, societal structure and the school are the most important factors in explaining the cognitive performance of basic education pupils. The way of measuring these factors has been greatly influenced with the popularization of two new statistical techniques: Item Response Theory (IRT) and regression models for hierarchical data. In this article we present three different ways to characterize the school; its position based on IRT using information supplied by the pupils, measures of quality and measures of equity using hierarchical models. The data employed is comprised of information from the socioeconomic questionnaire and measures of cognitive performance of pupils from those schools of Belo Horizonte participating in SIMAVE 2002 and the UFMG entrance exams for 2002, 2003 and 2004. Using a model in which the effect of socioeconomic background on pupil performance is controlled for, the analysis of the quality of schools in Belo Horizonte allows an optimistic view of reality. As the result of their policies and pedagogy, some public and private schools manage to make a difference to the performance of their pupils even when they are socially disadvantaged. On the other hand, the Belo Horizonte system of basic education is only capable of producing quality in the presence of high inequality. Although access is guaranteed, only a few finish basic education with a level of performance that could be considered adequate.
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    O efeito das escolas no aprendizado dos alunos: um estudo com dados longitudinais no Ensino Fundamental
    (2008) ALVES, Maria Teresa Gonzaga; SOARES, José Francisco
    In the studies on the effects of schools there is a clear distinction between pupil's performance at school and learning. The former notion refers to the level of performance at some stage of the process of schooling, whereas the latter is related to the