Resolute factors for the performance of Brazilian Federal Institutes in the National Examination of High School Education

Dutra, Rogério Severiano; Dutra, Giselle Bezerra Mesquita; Parente, Paulo Henrique Nobre; Parente, Lya Oliveira da Silva Souza

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SECTION: ARTICLES • Educ. Pesqui. 45 • 2019 • https://doi.org/10.1590/S1678-4634201945199962 copy

Resolute factors for the performance of Brazilian Federal Institutes in the National Examination of High School Education ^* * English version by Karima Bezerra de Almeida.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study aims to investigate to what extent the context of the Brazilian Federal Institutes determines their performance in ENEM (High School National Examination). For the development of this work, we chose to use ENEM as a source of educational evaluation, since it features summing and proactive functions, with prompt frequency, and guidance to decision-making, it is a large scale formal assessment. Data collection and survey of the learning performance and context of the Brazilian Federal Institutes disclosed by INEP (National Institute for Educational Studies and Research) included a sample of 865 reports concerning the years 2011, 2012, 2013, 2014, and 2015. The methodological outline comprised the application of univariate methods of measures of central tendency and dispersion, as well as of sample mean comparison tests; Student’s T-Test to compare two samples; and Anova for more than two samples. The main findings of this present research show that its hypothesis has been confirmed to the extent that regional contexts, geographical location, and the socio-economic profile of students have strongly affected student performance in the Brazilian Federal Institutes. As for the context of school facility size, even not presenting significant general performance difference in test results, the fields of Humanities and Writing showed evidence of higher performance in smaller facilities; and for the fields of Mathematics and Technologies, the tests showed significant differences, with better performance in larger facilities. This research has also found a greater number of upper-middle class students enrolled in Federal Institutes that participate in ENEM, strongly perceived in the Brazilian Northeast and Southeast urban units.

Educational evaluation; School context; Educational performance; Brazilian Federal Institutes

Classification by:	Typology	Author(s) addressed
Function	(i) diagnosis	Luckesi (2014)LUCKESI, Cipriano Carlos. Avaliação da aprendizagem escolar: estudos e proposições. São Paulo: Cortez, 2014. .
	(ii) summing	Nevo (1997)NEVO, Daniel. Evaluación basada en el centro: un diálogo para la mejora educativa. Bilbao: Mensajero, 1997. ; Scriven (2000)SCRIVEN, Michael. The logic and methodology of checklists . 2000. Disponível em: < https://wmich.edu/sites/default/files/attachments/u350/2014/logic%26methodology_dec07.pdf> . Acesso em: 14 abr. 2018. https://wmich.edu/sites/default/files/at... .
	(iii) formative	Nevo (1997)NEVO, Daniel. Evaluación basada en el centro: un diálogo para la mejora educativa. Bilbao: Mensajero, 1997. ; Corrêa (2013)CORRÊA, Denise Maria Moreira Chagas. Indicadores de gestão do TCU e o desempenho dos cursos no Enade: um estudo de cursos de graduação. Tese (Doutorado) – Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2013. .
	(iv) proactive	Stufflebean and Shinkfield (1987).
	(v) retroactive	Stufflebean and Shinkfield (1987).
Frequency	(i) prompt	Luckesi (2014)LUCKESI, Cipriano Carlos. Avaliação da aprendizagem escolar: estudos e proposições. São Paulo: Cortez, 2014. .
Frequency	(ii) procedure
Aimed at	(i) the objectives	Tyler (1986)TYLER, Ralph Winfred. Princípios básicos de currículo e ensino. Tradução de Leonel Vallandro. 9. ed. Rio de Janeiro: Globo, 1986. .
	(ii) decision making	Cronbach (1963)CRONBACH, Lee Joseph. Course Improvement through evaluation. Teachers College Record , New York, v. 64, n. 8, p. 672-683, 1963. ; Scriven (2000)SCRIVEN, Michael. The logic and methodology of checklists . 2000. Disponível em: < https://wmich.edu/sites/default/files/attachments/u350/2014/logic%26methodology_dec07.pdf> . Acesso em: 14 abr. 2018. https://wmich.edu/sites/default/files/at... ; Stufflebeam (2000).
	(iii) negotiation	Stake (1978)STAKE, Robert E. Case study methodology in social inquire. Educational Researcher , Washington, DC, v. 7, p. 5-8, 1978. ; Parlett and Hamilton (1976)PARLETT, Malcolm; HAMILTON, David. Evaluation as ilumination: a new aproach to the study of innovatory programs. In: GLASS, Gene V. (Ed.). Evaluation studies review annual . Beverly Hills: Sage, 1976. p. 141-157. ; Guba and Lincoln (1988)GUBA, Egon; LINCOLN, Yvonna. Effective evaluation. San Francisco: Jossey-Bass, 1988. .
	(iv) to empowerment	Saul (1988)SAUL, Ana Maria. Avaliação emancipatória: desafio à teoria e à prática de avaliação e reformulação de currículo. São Paulo: Cortez; Autores Associados, 1988. ; Fetterman (2001)FETTERMAN, David M. Foundations of empowerment evaluation. CA/USA: Sage, 2001. .
Type	(I) formal	Fernandes (2013)FERNANDES, Domingos. A avaliação em educação: uma discussão de algumas questões críticas e desafios a enfrentar nos próximos anos. Ensaio , Rio de Janeiro, v. 21, n. 78, p. 11-34, 2013. ; Schmidt (1993)SCHMIDT, Mary R. Grout. Alternative kinds of knowledge and why they are ignored. Public Administration Review, New Jersey, v. 53, n. 6, p. 525-530, 1993. ; Hammersley (2003)HAMMERSLEY, Martyn. Social research today: some dilemmas and distinctions. Qualitative Social Work , v. 2, n. 1, p. 25-44, 2003. ; Polkinghome (2000).
Type	(ii) informal
Level	(i) learning	Belloni (1999)BELLONI, Isaura. Avaliação institucional: um instrumento de democratização da educação. Linhas Críticas , Brasília, DF, v. 5, n. 9, p. 31-58, 1999. .
	(ii) institutional
	(iii) large-scale	Cotta (2001)COTTA, Tereza Cristina. Avaliação educacional e políticas públicas: a experiência do Sistema Nacional de Avaliação da Educação Básica (SAEB). Revista do Serviço Público , Brasília, DF, v. 52, n. 4, p. 89-111, 2001. .

Authors / Year	Objective / Methodology	Result
Barros et al. (2001)BARROS, Ricardo Paes de et al. Determinantes do desempenho educacional no Brasil. Pesquisa e Planejamento Econômico , Rio de Janeiro, v. 31, n. 1, p. 1-42, 2001.	He has investigated resolute matters of the Brazilian educational performance. The analysis was focused on a group of individuals aged between 11 and 25 years old, specific from urban areas located in the Northeast and Southeast of Brazil, 1996.	Its results show that better student educational performance is associated with better family socio-economic condition. Another result found is that Southeast students have shown to be more effective than Northeast students.
Soares and Sátyro (2008)SOARES, Sergei; SÁTYRO, Natália. O impacto de infra-estrutura escolar na taxa de distorção idade-série das escolas brasileiras de ensino fundamental: 1998 a 2005. Brasília, DF: IPEA, 2008. Texto para discussão, Instituto de Pesquisa Econômica Aplicada (IPEA).	They have investigated the effects of infrastructure on the school performance of students in elementary schools in the period from 1998 to 2005.	School supplies underlined by the size of the facility, proved to be relevant to the achievement of the best educational output.
Lee (2008)LEE, Valerie. Utilização e modelos hierárquicos lineares para estudar contextos sociais. In: BROOKE, Nigel; SOARES, José Francisco (Ed.). Pesquisa em eficácia escolar: origem e trajetórias. Belo Horizonte: UFMG, 2008. p. 273-298.	He investigated the school context consisting of the characteristics of students enrolled in each school –, and compared students from Catholic, private and public high schools.	Results showed that students enrolled in large schools tend to have lower performance output compared to students of small or medium-sized schools.
Padilha et al. (2012)PADILHA, Frederica et al. As regularidades e exceções no desempenho do Ideb dos municípios. Estudos em Avaliação Educacional , São Paulo, v. 23, n. 51, p. 58-81, 2012.	He examined the relations between the quality of public education in middle school, based on the Brazilian education quality index (IDEB) 2009, and the characteristics of the cities.	The main result found pointed to performance differences, in which the Southeast and the South regions indicated better rates than the other regions.
Alves (2013)ALVES, Fátima. Políticas educacionais e desempenho escolar nas capitais brasileiras. Cadernos de Pesquisa , São Paulo, v. 38, n. 134, p. 413-440, 2013.	He examined how public policies could be associated with educational performance in schools in the Brazilian capital cities based on income data reported by the System of Evaluation of Basic Education (SAEB) in 1999, 2001, and 2003.	Controlled by factors related to the socio-economic context of the students and the social composition of the education networks, a strong association was found between the average socio-economic level variable and increased student performance.
Alves and Soares (2013)ALVES, Maria Teresa Gonzaga; SOARES, José Francisco. Contexto escolar e indicadores educacionais: condições desiguais para a efetivação de uma política de avaliação educacional. Educação e Pesquisa , São Paulo, v. 39, n. 1, p. 177-194, jan./mar. 2013.	They analyzed the relationship between IDEB and the school context, considering, for this purpose, the profile of students and the characteristics of the institution.	Results show that schools that have lower socio-economic students have worse results. Another result found relates to the impact of more complex school environments, which indicates that the results of schools with larger facilities and that have more classes with different grades and modalities find greater difficulties in reaching a higher IDEB.
Adeodate, Santos Filho and Rodrigues (2014)	They researched the quality of private secondary education in Brazil, based on ENEM and the 2011 School Census.	Results indicate that the main factors that affect the good quality of the school performance are the economic and financial aspects and, indirectly, the location of the school.

Regional	Demographic space	School size	Student socio-economic background
CO: Midwest; NE: North-East; N: North; SE: Southea; S: South.	Rural; Urban.	A: from 1 to 30 students; B: from 31 to 60 students; C: from 61 to 90 students; D: over 90 students.	I: very high; II: high; III: medium high; IV: medium; V: medium low; VI: low.

LC		MT		CH		CN		RED		ENEM
Est.	Sig.	Est.	Sig.	Est.	Sig.	Est.	Sig.	Est.	Sig.	Est.	Sig.
0.035	0.015	0.031*	0.055	0.049	0.000	0.021*	0.200	0.032	0.038	0,018*	0.200

Year	Obs.	LC		MT		CH		CN		RED		ENEM
Year	Obs.	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD
2011	124	559.1	33.1	603.5	65.7	527.4	35.2	522.0	38.8	592.4	46.7	553.0	42.0
2012	84	517.0	31.4	568.5	59.0	557.2	35.2	512.8	36.1	567.1	56.7	544.5	41.0
2013	215	529.0	33.0	575.7	57.0	564.7	35.1	512.0	35.0	583.3	44.7	553.0	38.8
2014	227	550.3	28.0	553.9	62.5	595.7	30.0	538.2	35.3	591.8	46.3	566.0	41.2
2015	215	542.0	28.6	533.2	58.0	599.0	24.7	520.1	32.3	607.4	50.4	560.3	35.0
Test F		37.38*		- 31.01*		139.02*		18.01*		10.81*		6.36*

Region	Obs.	LC		MT		CH		CN		RED		ENEM
Region	Obs.	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD
CO	91	536.5	28.2	551.6	42.9	572.6	35.5	521.7	25.4	579.6	46.7	551.5	29.1
NE	336	532.2	30.7	537.6	55.6	566.7	38.1	507.8	30.0	587.5	56.7	544.7	36.0
N	112	520.3	31.7	521.8	56.1	555.7	41.2	498.0	32.8	564.4	44.7	530.8	35.2
SE	199	561.7	29.1	618.7	55.3	595.3	38.6	553.3	33.6	618.0	46.3	588.7	34.8
S	127	553.1	27.5	585.5	49.5	585.9	35.4	534.4	28.1	591.4	50.4	569.5	31.5
Test F		51.11*		95.93*		28.13*		92.91*		23.10*		74.30*

Zone	Obs.	LC		MT		CH		CN		RED		ENEM
Zone	Obs.	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD
Rural	223	524.6	28.3	544.9	53.3	557.6	38.5	510.7	31.3	561.1	51.7	538.8	34.3
Urban	642	546.7	32.7	568.9	66.6	581.4	39.1	526.4	37.3	601.7	50.2	563.8	39.4
Test t		-9.0*		-4.9*		-7.9*		-5.7*		-10.3*		-8.4*

Facility size	Obs.	LC		MT		CH		CN		RED		ENEM
Facility size	Obs.	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD
A	36	538.8	31.2	559.4	60.0	583.7	37.0	523.2	40.4	602.0	69.1	561.4	42.5
B	179	536.4	32.3	550.5	59.7	576.6	40.2	519.8	36.4	587.3	60.4	553.7	39.6
C	271	541.0	32.9	556.5	64.7	575.0	40.0	520.0	36.8	594.0	48.0	555.8	39.2
D	433	543.1	33.5	571.1	65.1	574.2	40.8	524.5	36.0	590.6	51.8	559.4	39.7
Test F		1.8		5.4*		0.7		1.1		1.0		1.2

Profile	Obs.	LC		MT		CH		CN		RED		ENEM
Profile	Obs.	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD
I	5	611.8	13.6	713.8	59.4	655.1	17.1	624.4	37.1	659.4	20.3	652.9	27.6
II	121	577.7	20.2	627.3	53.6	615.3	27.9	563.1	31.4	628.6	48.1	602.3	29.1
III	239	555.5	22.3	588.4	52.0	590.6	27.8	538.3	24.3	611.3	42.2	575.8	26.1
IV	303	531.4	26.5	546.5	50.4	565.2	35.7	512.5	26.5	582.4	50.2	546.2	30.1
V	184	515.4	27.4	514.9	49.1	547.6	35.0	492.0	25.8	557.6	48.5	524.0	29.2
VI	13	491.0	20.1	486.7	23.8	516.7	39.7	471.0	15.9	531.7	40.3	497.2	19.5
Test F		138.1*		104.8*		94.5*		156.2*		50.9*		161.9*

Faculdade de Educação da Universidade de São Paulo Av. da Universidade, 308 - Biblioteca, 1º andar 05508-040 - São Paulo SP Brasil, Tel./Fax.: (55 11) 30913520 - São Paulo - SP - Brazil
E-mail: revedu@usp.br

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[1] Rogério Severiano Dutra has a Master’s Degree in Management and Controllership from Universidade Federal do Ceará. He is currently working as an accountant at the Federal Institute of Education, Science and Technology of the state of Ceará.

Giselle Bezerra Mesquita Dutra has a Master’s Degree in Education from Universidade Federal do Ceará. Her majors are in Portuguese and Education. She is currently working as a Portuguese Professor at the Secretariat of Education from the state of Ceará.

Paulo Henrique Nobre Parente has a Master’s Degree in Management and Controllership from Universidade Federal do Ceará. He is currently working as a Professor at the Federal Institute of Education, Science and Technology of the state of Ceará.

Lya Oliveira da Silva Souza Parente has a Master’s Degree in Applied Linguistics from Universidade Estadual do Ceará.

Year	2011	2012	2013	2014	2015	Total
Observations	124	84	215	227	215	865

Brasil

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Resolute factors for the performance of Brazilian Federal Institutes in the National Examination of High School Education * * English version by Karima Bezerra de Almeida.

Abstract

Resolute factors for the performance of Brazilian Federal Institutes in the National Examination of High School Education ^* * English version by Karima Bezerra de Almeida.