Requirements to Be a Teacher in Brazil
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.
| Main Authors: | , |
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| Format: | Working Paper biblioteca |
| Language: | English |
| Published: |
World Bank, Washington, DC
2019-09
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| Subjects: | TEACHER QUALITY, TEACHER EDUCATION, SECONDARY EDUCATION, BASIC EDUCATION, STUDENT PERFORMANCE, STUDENT ACHIEVEMENT, STANDARDIZED TEST SCORES, DISTANCE EDUCATION, |
| Online Access: | http://documents.worldbank.org/curated/en/599651568226593260/Requirements-to-Be-a-Teacher-in-Brazil-Effective-or-Not https://hdl.handle.net/10986/32380 |
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| Summary: | 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. |
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