Indicador de valor acrescentado e topicos sobre consistencia e estabilidade: uma aplicação ao Brasil

Maria Eugenia Ferrao, Alcino Couto

Resumo


Este artigo examina a abordagem de valor acrescentado no contexto da literatura de eficácia escolar. Debatidos aspetos relevantes do estado-da-arte sobre o uso do indicador de valor acrescentado, o enfoque recai sobre os problemas de escolha do modelo estatistico e o das propriedades de consistencia e estabilidade do indicador, considerando o contexto educacional brasileiro. Sao apresentadas as vantagens e limitacoes que, por sua vez, elucidam quanto ao uso que lhe possa ser dado. A componente empirica e desenvolvida atraves da aplicação de modelo multinivel de componentes de variância aos dados do GERES 2005 referentes ao municipio de Campinas, dado este apresentar, simultaneamente, maior percentagem de escolas por estrato e menor taxa de atrito. A evidencia empirica revela que o indicador produzido pelo modelo de resultados contextualizados e muito diferente do de valor acrescentado, sustentando a necessidade de adocao de estudos longitudinais. Os niveis de consistencia e de estabilidade encontrados face aos dois modelos de valor acrescentado testados sugerem a sua utilidade para atempadamente diagnosticar as escolas que sistematicamente apresentam desempenho proprio de escolas eficazes ou de escolas nao eficazes.

Palavras-chave


Desempenho escolar; Avaliação; Valor acrescentado; Modelo de regressao multinivel; GERES 2005

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