Evidence of a school composition effect in Rio de Janeiro public schools

Evidências do impacto da composição social das escolas no desempenho dos alunos na rede pública do Rio de Janeiro

Evidencia del efecto de la composición de las escuelas públicas de Río de Janeiro

Abstract

This paper discusses the implementation of federal and municipal assessment systems in Brazil, and how it has influenced the educational debate and newly shaped policies. The empirical analyses focus on public municipal schools in Rio de Janeiro and test the plausibility of the school composition effect theory. The approach combines different datasets provided by the Rio de Janeiro Educational Department: a) Prova Rio – longitudinal assessment for all public schools; b) Pupil Profile – longitudinal assessment with information on all pupils, including family profile and school placement. Evidence from different models suggests the plausibility of school-mix effect theory. Data corroborates the claim that at least part of a purported “school effect” could be explained by a particular mix of pupils.

Educational assessment; School segregation; School composition effect