School effects on achievement in secondary mathematics and Portuguese in Brazil

Marlaine Lockheed and Barbara Burns

No 525, Policy Research Working Paper Series from The World Bank

Abstract: The authors use a multilevel modeling procedure to explore 1) the percentage of variance in secondary school achievement in Brazil that could be attributed to the types of school attended, 2) differences between schools in students'achievement in mathematics and Portuguese, and 3) differences between schools in reducing achievement differences based on students'socioeconomic status. The authors identified the following : students in Brazil's federal technical schools outperformed students in other schools in both mathematics and Portuguese. Important factors were class size (achievement was higher in larger classes), the number of hours math was taught (the more the better), the school's organizational complexity, average family social class background, and the number of hours students spent working.

Keywords: Teaching and Learning; Gender and Education; Primary Education; Health Monitoring&Evaluation; Educational Sciences (search for similar items in EconPapers)
Date: 1990-10-31
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Citations: View citations in EconPapers (3)

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