Existe relação entre avaliações diagnósticas no ensino fundamental e médio sobre os resultados do ENEM? análises para as escolas públicas de Fortaleza – CE

Abstract

Since the 1990s, the practice of permanent diagnostic evaluations has been consolidated in Brazil in order to measure students' performance at a certain point in the school year. However, such instruments have been improved in the sense of portraying other information about schools and their stakeholders. Among these evaluations, the Enem has had its importance highlighted in recent years for serving as a base for access to Higher Education in Brazil, whether through SISU, scholarship policy or student financing. Based on this, this paper aims to discuss the influence of income in the diagnostic evaluations of 52 state schools of Ceará in their results achieved in the Enem 2014, for both from that year a longitudinal scale of the results of these schools were carried out in the evaluations carried out in previous years according to the school year the students would normally be. This model was estimated by the OLS method considering a robust standard error for heteroskedasticity proposed by White (1980). In addition, we sought to complement this study with aspects related to infrastructure and violence. The results point to a positive correlation between the performance in the diagnostic evaluations and the performance achieved in the Enem, confirming what the literature indicates about the importance of these diagnostic evaluations and the use of the information they produce for the design of public policies that generate improvements educational quality of the country.