Análise comparativa entre o efeito escola e os resultados de proficiência em escolas da rede estadual nos anos de 2012 a 2014, usando os dados dos SPAECE- Sistema Permanente de Avaliação da Educação Básica do Ceará

Abstract

The Coleman Report (1966), the theoretical starting point of this paper, stated that school makes no difference. On the contrary, this work evidenced the relationship between student performance in the Portuguese and Mathematics tests applied by the SPAECE – Permanent System of Evaluation of Basic Education of Ceará, in the years of 2012, 2013 and 2014 and the contextual variables: School Types, School Performance, Socioeconomic Situation, Family Context, Pedagogical Practices, School Climate, Expectations and Management. Data obtained on the basis of the SPAECE microdata. We worked with eight high school schools, four of which were academic and four were vocational. They were two with the highest proficiency in the Mathematics and Portuguese tests and two with less proficiency in the applications of SPAECE, in the years of 2012, 2013 and 2014. In these schools a simple random sample of 3,708 students was taken in the three years of application , With a confidence of 95% and error of 2%. A database of SPSS software – Statistical Package for the Social Sciences, version for Windows 20.0 was used. Three linear regressions were performed, having as independent variables the Portuguese proficiency in Mathematics and the Portuguese and Mathematics proficiency average and as predictors the eight contextual variables. We used the Stepwise method (input and output) in each regression, three final models were obtained. It was identified that the three predictors variables with greater weights in the independent variables: School Type, School Performance and School Climate. The predictive variable Family Context was not included in any of the three models.