Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011
To address the educational gap, many Latin American countries are focusing on extension of the school day and enrichment of the curriculum. In Brazil, a nationwide policy -- Mais Educação -- was implemented in 2008 with this objective. This paper e...
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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2016
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| Online Access: | http://documents.worldbank.org/curated/en/2016/04/26240810/assessing-impacts-mais-educação-educational-outcomes-evidence-between-2007-2011 http://hdl.handle.net/10986/24218 |
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okr-10986-24218 |
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oai_dc |
| repository_type |
Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
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World Bank |
| language |
English en_US |
| topic |
SKILLS SANITATION ACADEMIC SKILLS SCHOOL SYSTEM SPECIAL EDUCATIONAL NEEDS PUBLIC PRIMARY SCHOOLS BASIC EDUCATION TEACHERS EDUCATION CYCLE EDUCATION FOR CHILDREN DROPOUT RATE NUMBER OF SCHOOLS STATE SCHOOLS SCHOOLING SCHOOL DROPOUT SCHOOL DAY RESEARCH AGENDA SCHOOL ENROLLMENT LABOR FORCE LEARNING ACHIEVEMENT HIGH SCHOOL EDUCATION OUTCOMES FINAL GRADES INSTRUCTIONAL TIME PAPERS LEARNING ACHIEVEMENTS SCHOOL CENSUS DISSERTATION HUMAN RIGHTS EDUCATION STUDENT PARTICIPATION OPEN ACCESS KNOWLEDGE EDUCATIONAL PERFORMANCE STUDENT SELECTION CRITERIA STUDENT COSTS COMPLETION RATES QUALITY OF EDUCATION EDUCATION POLICIES SCHOOL MEALS PRIVATE SCHOOLS SCHOOL HOURS SECONDARY SCHOOLS SCHOOL DAYS ACADEMIC ACHIEVEMENT ECONOMICS OF EDUCATION SCHOOL PROGRAMS SECONDARY SCHOOL STUDENT OUTCOMES PRIMARY SCHOOL STUDENTS STUDENT ACHIEVEMENT LEARNING EDUCATION SYSTEM RESEARCH FIRST GRADE SCHOOL STUDENTS SCHOOL COMPLETION PRIMARY SCHOOL REMEDIAL EDUCATION EDUCATIONAL SYSTEM MUNICIPAL SCHOOLS TEACHING EDUCATIONAL POLICIES SCHOOL LEVEL SCHOOL INITIATIVES KINDERGARTEN CLASSES FUNDAMENTAL EDUCATION PRIMARY SCHOOLS READING SCHOOL YEAR STUDENT ASSESSMENT SPORTS DROPOUT RATES RURAL SCHOOLS SCIENCE STUDENT ENROLLMENTS CHILDREN WITH DISABILITIES VALUES STUDENT SCHOOLS LEARNING OUTCOMES URBAN SCHOOLS STUDENT PERFORMANCE MINISTRY OF EDUCATION SCHOOL SELECTION EDUCATIONAL QUALITY EARLY CHILDHOOD EDUCATION LITERATURE EARLY CHILDHOOD EDUCATION FINANCE HIGH DROPOUT STUDENT SCORES EDUCATIONAL SERVICES SCHOOL CHILDREN SMALLER NUMBER STUDENT ASSESSMENTS SCHOOL YEARS SCIENCE EDUCATION CURRICULUM SCHOOL MODEL EDUCATIONAL OUTCOMES SCHOOL FEEDING RURAL PUBLIC SCHOOLS HUMAN RIGHTS EDUCATIONAL NEEDS LEVEL OF EDUCATION QUALITY EDUCATION EDUCATION ENVIRONMENTAL EDUCATION PHYSICAL EDUCATION SCHOOL DIRECTORS INSTRUCTION STUDENT LEARNING ACHIEVEMENT PUBLIC SCHOOL PUBLIC SCHOOLS UNIVERSITY STUDENTS SCHOOL FLOW EXTRACURRICULAR ACTIVITIES NUMBER OF STUDENTS PERFORMANCE IN MATHEMATICS SCHOOL BUILDINGS SCHOOL PROGRAM CLASSROOMS SCHOOL SCHOOL INFRASTRUCTURE STUDENT LEARNING EDUCATION DEVELOPMENT PRIMARY SCHOOL CHILDREN HUMAN DEVELOPMENT FUTURE RESEARCH |
| spellingShingle |
SKILLS SANITATION ACADEMIC SKILLS SCHOOL SYSTEM SPECIAL EDUCATIONAL NEEDS PUBLIC PRIMARY SCHOOLS BASIC EDUCATION TEACHERS EDUCATION CYCLE EDUCATION FOR CHILDREN DROPOUT RATE NUMBER OF SCHOOLS STATE SCHOOLS SCHOOLING SCHOOL DROPOUT SCHOOL DAY RESEARCH AGENDA SCHOOL ENROLLMENT LABOR FORCE LEARNING ACHIEVEMENT HIGH SCHOOL EDUCATION OUTCOMES FINAL GRADES INSTRUCTIONAL TIME PAPERS LEARNING ACHIEVEMENTS SCHOOL CENSUS DISSERTATION HUMAN RIGHTS EDUCATION STUDENT PARTICIPATION OPEN ACCESS KNOWLEDGE EDUCATIONAL PERFORMANCE STUDENT SELECTION CRITERIA STUDENT COSTS COMPLETION RATES QUALITY OF EDUCATION EDUCATION POLICIES SCHOOL MEALS PRIVATE SCHOOLS SCHOOL HOURS SECONDARY SCHOOLS SCHOOL DAYS ACADEMIC ACHIEVEMENT ECONOMICS OF EDUCATION SCHOOL PROGRAMS SECONDARY SCHOOL STUDENT OUTCOMES PRIMARY SCHOOL STUDENTS STUDENT ACHIEVEMENT LEARNING EDUCATION SYSTEM RESEARCH FIRST GRADE SCHOOL STUDENTS SCHOOL COMPLETION PRIMARY SCHOOL REMEDIAL EDUCATION EDUCATIONAL SYSTEM MUNICIPAL SCHOOLS TEACHING EDUCATIONAL POLICIES SCHOOL LEVEL SCHOOL INITIATIVES KINDERGARTEN CLASSES FUNDAMENTAL EDUCATION PRIMARY SCHOOLS READING SCHOOL YEAR STUDENT ASSESSMENT SPORTS DROPOUT RATES RURAL SCHOOLS SCIENCE STUDENT ENROLLMENTS CHILDREN WITH DISABILITIES VALUES STUDENT SCHOOLS LEARNING OUTCOMES URBAN SCHOOLS STUDENT PERFORMANCE MINISTRY OF EDUCATION SCHOOL SELECTION EDUCATIONAL QUALITY EARLY CHILDHOOD EDUCATION LITERATURE EARLY CHILDHOOD EDUCATION FINANCE HIGH DROPOUT STUDENT SCORES EDUCATIONAL SERVICES SCHOOL CHILDREN SMALLER NUMBER STUDENT ASSESSMENTS SCHOOL YEARS SCIENCE EDUCATION CURRICULUM SCHOOL MODEL EDUCATIONAL OUTCOMES SCHOOL FEEDING RURAL PUBLIC SCHOOLS HUMAN RIGHTS EDUCATIONAL NEEDS LEVEL OF EDUCATION QUALITY EDUCATION EDUCATION ENVIRONMENTAL EDUCATION PHYSICAL EDUCATION SCHOOL DIRECTORS INSTRUCTION STUDENT LEARNING ACHIEVEMENT PUBLIC SCHOOL PUBLIC SCHOOLS UNIVERSITY STUDENTS SCHOOL FLOW EXTRACURRICULAR ACTIVITIES NUMBER OF STUDENTS PERFORMANCE IN MATHEMATICS SCHOOL BUILDINGS SCHOOL PROGRAM CLASSROOMS SCHOOL SCHOOL INFRASTRUCTURE STUDENT LEARNING EDUCATION DEVELOPMENT PRIMARY SCHOOL CHILDREN HUMAN DEVELOPMENT FUTURE RESEARCH Almeida, Rita Bresolin, Antonio Borges, Bruna Mendes, Karen Menezes-Filho, Naercio Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011 |
| geographic_facet |
Latin America & Caribbean |
| relation |
Policy Research Working Paper;No. 7644 |
| description |
To address the educational gap, many
Latin American countries are focusing on extension of the
school day and enrichment of the curriculum. In Brazil, a
nationwide policy -- Mais Educação -- was implemented in
2008 with this objective. This paper explores the nationwide
rollout of the program across the country and compares the
performance of schools before and after implementation of
the program. The paper quantifies the impacts of the program
on student learning and dropout rates in urban areas, and
investigates the heterogeneity of impacts by several
characteristics of the program's implementation.
Participating schools are compared with nonparticipating
schools after controlling for school selection into the
program based on observable characteristics using propensity
score matching. The analysis finds that participation in
Mais Educação has on average no impacts on school dropout
rates and average negative impacts on mathematics test
scores. The negative impacts on student achievement are
stronger in the short term, which suggests that the negative
effects may be reduced as the program improves its
implementation. In addition, especially for fifth-grade
schools, the level of student spending is associated with
reduced dropout rates. Interestingly, in schools choosing
the fields of Portuguese and/or sports in the added hours,
the program is associated with lower test scores in
Portuguese and mathematics. Finally, for the sample of
fifth-grade schools, heterogeneous impacts are seen in the
program according to the GDP per capita of the city where
the school is located. The higher the GDP per capita, the
greater the positive impact of the program on mathematics
test scores and on dropout rates. |
| format |
Working Paper |
| author |
Almeida, Rita Bresolin, Antonio Borges, Bruna Mendes, Karen Menezes-Filho, Naercio |
| author_facet |
Almeida, Rita Bresolin, Antonio Borges, Bruna Mendes, Karen Menezes-Filho, Naercio |
| author_sort |
Almeida, Rita |
| title |
Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011 |
| title_short |
Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011 |
| title_full |
Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011 |
| title_fullStr |
Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011 |
| title_full_unstemmed |
Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011 |
| title_sort |
assessing the impacts of mais educacao on educational outcomes : evidence between 2007 and 2011 |
| publisher |
World Bank, Washington, DC |
| publishDate |
2016 |
| url |
http://documents.worldbank.org/curated/en/2016/04/26240810/assessing-impacts-mais-educação-educational-outcomes-evidence-between-2007-2011 http://hdl.handle.net/10986/24218 |
| _version_ |
1764455958719758336 |
| spelling |
okr-10986-242182021-04-23T14:04:20Z Assessing the Impacts of Mais Educacao on Educational Outcomes : Evidence between 2007 and 2011 Almeida, Rita Bresolin, Antonio Borges, Bruna Mendes, Karen Menezes-Filho, Naercio SKILLS SANITATION ACADEMIC SKILLS SCHOOL SYSTEM SPECIAL EDUCATIONAL NEEDS PUBLIC PRIMARY SCHOOLS BASIC EDUCATION TEACHERS EDUCATION CYCLE EDUCATION FOR CHILDREN DROPOUT RATE NUMBER OF SCHOOLS STATE SCHOOLS SCHOOLING SCHOOL DROPOUT SCHOOL DAY RESEARCH AGENDA SCHOOL ENROLLMENT LABOR FORCE LEARNING ACHIEVEMENT HIGH SCHOOL EDUCATION OUTCOMES FINAL GRADES INSTRUCTIONAL TIME PAPERS LEARNING ACHIEVEMENTS SCHOOL CENSUS DISSERTATION HUMAN RIGHTS EDUCATION STUDENT PARTICIPATION OPEN ACCESS KNOWLEDGE EDUCATIONAL PERFORMANCE STUDENT SELECTION CRITERIA STUDENT COSTS COMPLETION RATES QUALITY OF EDUCATION EDUCATION POLICIES SCHOOL MEALS PRIVATE SCHOOLS SCHOOL HOURS SECONDARY SCHOOLS SCHOOL DAYS ACADEMIC ACHIEVEMENT ECONOMICS OF EDUCATION SCHOOL PROGRAMS SECONDARY SCHOOL STUDENT OUTCOMES PRIMARY SCHOOL STUDENTS STUDENT ACHIEVEMENT LEARNING EDUCATION SYSTEM RESEARCH FIRST GRADE SCHOOL STUDENTS SCHOOL COMPLETION PRIMARY SCHOOL REMEDIAL EDUCATION EDUCATIONAL SYSTEM MUNICIPAL SCHOOLS TEACHING EDUCATIONAL POLICIES SCHOOL LEVEL SCHOOL INITIATIVES KINDERGARTEN CLASSES FUNDAMENTAL EDUCATION PRIMARY SCHOOLS READING SCHOOL YEAR STUDENT ASSESSMENT SPORTS DROPOUT RATES RURAL SCHOOLS SCIENCE STUDENT ENROLLMENTS CHILDREN WITH DISABILITIES VALUES STUDENT SCHOOLS LEARNING OUTCOMES URBAN SCHOOLS STUDENT PERFORMANCE MINISTRY OF EDUCATION SCHOOL SELECTION EDUCATIONAL QUALITY EARLY CHILDHOOD EDUCATION LITERATURE EARLY CHILDHOOD EDUCATION FINANCE HIGH DROPOUT STUDENT SCORES EDUCATIONAL SERVICES SCHOOL CHILDREN SMALLER NUMBER STUDENT ASSESSMENTS SCHOOL YEARS SCIENCE EDUCATION CURRICULUM SCHOOL MODEL EDUCATIONAL OUTCOMES SCHOOL FEEDING RURAL PUBLIC SCHOOLS HUMAN RIGHTS EDUCATIONAL NEEDS LEVEL OF EDUCATION QUALITY EDUCATION EDUCATION ENVIRONMENTAL EDUCATION PHYSICAL EDUCATION SCHOOL DIRECTORS INSTRUCTION STUDENT LEARNING ACHIEVEMENT PUBLIC SCHOOL PUBLIC SCHOOLS UNIVERSITY STUDENTS SCHOOL FLOW EXTRACURRICULAR ACTIVITIES NUMBER OF STUDENTS PERFORMANCE IN MATHEMATICS SCHOOL BUILDINGS SCHOOL PROGRAM CLASSROOMS SCHOOL SCHOOL INFRASTRUCTURE STUDENT LEARNING EDUCATION DEVELOPMENT PRIMARY SCHOOL CHILDREN HUMAN DEVELOPMENT FUTURE RESEARCH To address the educational gap, many Latin American countries are focusing on extension of the school day and enrichment of the curriculum. In Brazil, a nationwide policy -- Mais Educação -- was implemented in 2008 with this objective. This paper explores the nationwide rollout of the program across the country and compares the performance of schools before and after implementation of the program. The paper quantifies the impacts of the program on student learning and dropout rates in urban areas, and investigates the heterogeneity of impacts by several characteristics of the program's implementation. Participating schools are compared with nonparticipating schools after controlling for school selection into the program based on observable characteristics using propensity score matching. The analysis finds that participation in Mais Educação has on average no impacts on school dropout rates and average negative impacts on mathematics test scores. The negative impacts on student achievement are stronger in the short term, which suggests that the negative effects may be reduced as the program improves its implementation. In addition, especially for fifth-grade schools, the level of student spending is associated with reduced dropout rates. Interestingly, in schools choosing the fields of Portuguese and/or sports in the added hours, the program is associated with lower test scores in Portuguese and mathematics. Finally, for the sample of fifth-grade schools, heterogeneous impacts are seen in the program according to the GDP per capita of the city where the school is located. The higher the GDP per capita, the greater the positive impact of the program on mathematics test scores and on dropout rates. 2016-05-04T19:27:18Z 2016-05-04T19:27:18Z 2016-04 Working Paper http://documents.worldbank.org/curated/en/2016/04/26240810/assessing-impacts-mais-educação-educational-outcomes-evidence-between-2007-2011 http://hdl.handle.net/10986/24218 English en_US Policy Research Working Paper;No. 7644 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Latin America & Caribbean |