How Schools and Students Respond to School Improvement Programs: The Case of Brazil's PDE

Autor/inn/en	Carnoy, Martin; Gove, Amber K.; Loeb, Susanna; Marshall, Jeffrey H.; Socias, Miguel
Titel	How Schools and Students Respond to School Improvement Programs: The Case of Brazil's PDE
Quelle	In: Economics of Education Review, 27 (2008) 1, S.22-38 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2006.04.005
Schlagwörter	Improvement Programs; Outcomes of Education; Educational Change; Community Relations; Foreign Countries; Administrative Organization; School Administration; Instructional Materials; Educational Assessment; Program Effectiveness; Achievement Gains; Educational Finance; Student Promotion; Teacher Education; Educational Technology; Student Improvement; Educational Improvement; Government Role; Elementary Secondary Education; Developing Nations; Input Output Analysis; Brazil + Suchen Sie Ihr Suchwort? Effizienzsteigerung; Lernleistung; Schulerfolg; Bildungsreform; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Education; assessment; Bewertungssystem; Achievement gain; Leistungssteigerung; Bildungsfonds; Support of studies; Studienförderung; Lehrerausbildung; Lehrerbildung; Teaching improvement; Unterrichtsentwicklung; Developing country; Developing countries; Entwicklungsland; Brasilien
Abstract	This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools' participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10