Gestão escolar e desempenho educacional: evidências do PDE-Escola no Brasil

Abstract

The School Development Plan (PDE-Escola) aims to support public education in improving the quality of teaching and school management through strategic improvement planning, financial support and teacher training, aimed at municipal and state schools, prioritizing those whose Basic Education Development Index (Ideb) of the 5th and/or 9th year of elementary school were lower than the national average. In fact, this dissertation aims to evaluate the effects of this school management program on the academic performance of the benefited schools for the period from 2007 to 2012. For that, the empirical strategy consisted of a Discontinuous Regression Model (RDD) such that IDEB set the cut-off points for the allocation of program resources in each period having as result variables the students' scores in the mathematics and Portuguese language tests of Prova Brasil in the 2009 to 2015 editions. The results showed that the program had no effect satisfactory in the performance of students belonging to the benefited schools. In general, negative effects were found on the Portuguese and mathematics grades of the 5th and 9th grade classes. Furthermore, when estimating the effect of the program by student proficiency levels, it was found that the effect, in general, remains negative, except for the 9th grade classes of the group of schools benefited by Ideb 2005, in which a positive effect is observed. in the performance of students with lower performance in Portuguese grades. The results show that when analyzing the heterogeneous effects of the policy, the negative effect is greater when the director has less experience in the function. Thus, according to these results, it was observed that the school management practices introduced by the PDE-Escola did not improve the students' school results.