Requirements to Be a Teacher in Brazil : Effective or Not?
Policy makers in Brazil attempted to improve human capital through changes in the legislated requirements for teacher education in 1996. They passed a national Law of Guidelines and Standards of Education that established 2007 as the deadline for a...
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| Format: | Working Paper |
| Language: | English |
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World Bank, Washington, DC
2019
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| Online Access: | http://documents.worldbank.org/curated/en/599651568226593260/Requirements-to-Be-a-Teacher-in-Brazil-Effective-or-Not http://hdl.handle.net/10986/32380 |
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okr-10986-323802022-09-20T00:13:54Z Requirements to Be a Teacher in Brazil : Effective or Not? Ponte Barbosa, Marcelo Oliveira Costa, Leandro TEACHER QUALITY TEACHER EDUCATION SECONDARY EDUCATION BASIC EDUCATION STUDENT PERFORMANCE STUDENT ACHIEVEMENT STANDARDIZED TEST SCORES DISTANCE EDUCATION Policy makers in Brazil attempted to improve human capital through changes in the legislated requirements for teacher education in 1996. They passed a national Law of Guidelines and Standards of Education that established 2007 as the deadline for all Brazilian basic education teachers to have tertiary education–level qualifications. This implied a significant change in the profile of teachers in basic education and in the provision of pre-service training. The objective of this study is to investigate the effects of the increase in the share of public upper secondary school teachers with higher education on students’ performance in math and Portuguese and analyze the role of the pre-service training framework in the quality of teachers in recent years. The study carried out an empirical analysis to estimate the average treatment effect on the treated on public upper secondary students through the combination of difference-in-difference and propensity score matching methods. The analysis found no evidence of positive effects on Portuguese scores, and despite the statistically significant positive effect of the rise in teachers with higher education on math scores, there was no effect from specific math training. Finally, the paper discusses the possible reason for the ineffectiveness of teacher pre-service training, such as the quality of the training delivered by distance learning modalities and the low performance of the secondary students who enter the teacher schools. 2019-09-12T17:07:57Z 2019-09-12T17:07:57Z 2019-09 Working Paper http://documents.worldbank.org/curated/en/599651568226593260/Requirements-to-Be-a-Teacher-in-Brazil-Effective-or-Not http://hdl.handle.net/10986/32380 English Policy Research Working Paper;No. 9006 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 Brazil |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
TEACHER QUALITY TEACHER EDUCATION SECONDARY EDUCATION BASIC EDUCATION STUDENT PERFORMANCE STUDENT ACHIEVEMENT STANDARDIZED TEST SCORES DISTANCE EDUCATION |
| spellingShingle |
TEACHER QUALITY TEACHER EDUCATION SECONDARY EDUCATION BASIC EDUCATION STUDENT PERFORMANCE STUDENT ACHIEVEMENT STANDARDIZED TEST SCORES DISTANCE EDUCATION Ponte Barbosa, Marcelo Oliveira Costa, Leandro Requirements to Be a Teacher in Brazil : Effective or Not? |
| geographic_facet |
Latin America & Caribbean Brazil |
| relation |
Policy Research Working Paper;No. 9006 |
| description |
Policy makers in Brazil attempted to
improve human capital through changes in the legislated
requirements for teacher education in 1996. They passed a
national Law of Guidelines and Standards of Education that
established 2007 as the deadline for all Brazilian basic
education teachers to have tertiary education–level
qualifications. This implied a significant change in the
profile of teachers in basic education and in the provision
of pre-service training. The objective of this study is to
investigate the effects of the increase in the share of
public upper secondary school teachers with higher education
on students’ performance in math and Portuguese and analyze
the role of the pre-service training framework in the
quality of teachers in recent years. The study carried out
an empirical analysis to estimate the average treatment
effect on the treated on public upper secondary students
through the combination of difference-in-difference and
propensity score matching methods. The analysis found no
evidence of positive effects on Portuguese scores, and
despite the statistically significant positive effect of the
rise in teachers with higher education on math scores, there
was no effect from specific math training. Finally, the
paper discusses the possible reason for the ineffectiveness
of teacher pre-service training, such as the quality of the
training delivered by distance learning modalities and the
low performance of the secondary students who enter the
teacher schools. |
| format |
Working Paper |
| author |
Ponte Barbosa, Marcelo Oliveira Costa, Leandro |
| author_facet |
Ponte Barbosa, Marcelo Oliveira Costa, Leandro |
| author_sort |
Ponte Barbosa, Marcelo |
| title |
Requirements to Be a Teacher in Brazil : Effective or Not? |
| title_short |
Requirements to Be a Teacher in Brazil : Effective or Not? |
| title_full |
Requirements to Be a Teacher in Brazil : Effective or Not? |
| title_fullStr |
Requirements to Be a Teacher in Brazil : Effective or Not? |
| title_full_unstemmed |
Requirements to Be a Teacher in Brazil : Effective or Not? |
| title_sort |
requirements to be a teacher in brazil : effective or not? |
| publisher |
World Bank, Washington, DC |
| publishDate |
2019 |
| url |
http://documents.worldbank.org/curated/en/599651568226593260/Requirements-to-Be-a-Teacher-in-Brazil-Effective-or-Not http://hdl.handle.net/10986/32380 |
| _version_ |
1764476425156427776 |