Assessing the Impacts of Mais Educacao on Educational Outcomes

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.

Bibliographic Details

Main Authors:	Bresolin, Antonio, Almeida, Rita, Borges, Bruna, Mendes, Karen, Menezes-Filho, Naercio
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2016-04
Subjects:	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,
Online Access:	http://documents.worldbank.org/curated/en/2016/04/26240810/assessing-impacts-mais-educação-educational-outcomes-evidence-between-2007-2011 https://hdl.handle.net/10986/24218
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