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School effects on achievement in secondary mathematics and Portuguese in Brazil

Author

Listed:
  • Lockheed, Marlaine E.
  • Burns, Barbara

Abstract

The authors use a multilevel modeling procedure to explore 1) the percentage of variance in secondary school achievement in Brazil that could be attributed to the types of school attended, 2) differences between schools in students'achievement in mathematics and Portuguese, and 3) differences between schools in reducing achievement differences based on students'socioeconomic status. The authors identified the following : students in Brazil's federal technical schools outperformed students in other schools in both mathematics and Portuguese. Important factors were class size (achievement was higher in larger classes), the number of hours math was taught (the more the better), the school's organizational complexity, average family social class background, and the number of hours students spent working.

Suggested Citation

  • Lockheed, Marlaine E. & Burns, Barbara, 1990. "School effects on achievement in secondary mathematics and Portuguese in Brazil," Policy Research Working Paper Series 525, The World Bank.
  • Handle: RePEc:wbk:wbrwps:525
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    References listed on IDEAS

    as
    1. Lockheed, M.E. & Longford, N.T., 1989. "A Multilevel Model Of School Effectiveness In A Developing Country," World Bank - Discussion Papers 69, World Bank.
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    Cited by:

    1. Lockheed, Marlaine E. & Qinghua Zhao, 1992. "The empty opportunity : local control of secondary schools and student achievement in the Philippines," Policy Research Working Paper Series 825, The World Bank.
    2. Pablo González, 2002. "Lecciones de la investigación económica sobre el rol del sector privado en educación," Documentos de Trabajo 117, Centro de Economía Aplicada, Universidad de Chile.
    3. Raudenbush, Stephen W. & Eamsukkawat, Suwanna & Di-Ibor, Ikechuku & Kamali, Mohamed & Taoklam, Wimol, 1992. "On-the-job improvements in teacher competence : policy options and their effects on teaching and learning in Thailand," Policy Research Working Paper Series 889, The World Bank.

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