Beginning in 1992, sevwral states in Brazil
experimented with varying forms and degrees of SBM. Three kay innovations stand
out in the Brazilian experience wiht SMB:
a.
School have been Gide financial autonomy
b.
Principals are elected democratically by school
officials, parent, and students or are competitively appointed by local
goverments via examination (or a combination of both);
c.
Council
are established in the school to coordinate and evaluate the schools
pedagogical, administrative, and financial.
The school Council comprise the principal,
representatives of teachers and other staf, and representetives of parents and
students. Only four states implemented all Three reformis in a coordinated
way-Minas Garais, Rio Grande do Norte, Espirito Santo, and Mato grasso do sul
(paes de Barros and Mendonce 1998).
Paes de barros and mendenca used census, household
survey, and evaluation date from the national basic Education system to carry
out an empirical invetigation into the efects of the thee SBM innovations on
student achievement. They Measured the effects by assessing students average
performance in mathematcs, language, and science in grades 1,3,5, and 7 in each
school. The authors included such control variables as mean per capita family
income, average teacher quality, and average Educational attainment. The unit
of analysis was the state, and the time periode for the study was 1981-93. The
authors empirical strategy wa to compre state preformance on various outcames
by using ecch state’s that the financial autinomy reformis did not lead to
Bette student performance ( Barros and Mendence, 1998).
Another set of SBM reforms began in 1998, and by
2001 it had reached more than 5600 schools. These reforms, known as the PDE,
Wet designed to make schools more responsive to students and their communities.
Under PDE, schools engage in a self-evaluation, develop a school plan focusing
on two or Three, and design actions to enhance them. A program created by the
ministry of Education to strengthem the school-fundescola-provides funds to
support the gooals and projects of PDE schools (CARNOY ET AL, 2008).
Carnoy et all’s evaluation of the PDE fount that,
although the program did affect what went on in school, it did not appear to
have any significant effect on protuguese lauguage and mathematics test scores.
Within all PDE school , however, those school that received more funds did
appear to improve their test schores then did those receiving fewe funds. Of
all the spending catagories, spending on learning materials and on school
furniture appears to have had the greatest affects on learning.
Conroy et al. Used a rich longitudinal date set
covering 1990-2002, which included PDE schools and a matched det of non-PDE
school. The author’s multivariate analysis approach controlled for freexisting
differences across schools in PDE exposure, individual and family
characteristics, techer and school characteristics, and parents’ selection of
school. This last variabel was used to address address Concern that sample
selection might bias the results.
When studying the effects of the Brazilian reforms
on dropout, failure, and reoetition rates, paes de Barros and Mendonca (1998)
found that Educational preformance tends to te batter in Place where principals
are elected by school afficials, parants, and students aver age 16 where school
have been granted financial autonomy; or where school Council have been
established. To control for unobserved heterogeneity, the authors included a
series of Control to try to capture any relevant omitted variables, which
reduced the magnitude and significance of the aforementioned effects. The only
outcome for which the results appeared robust to the introduction of additional
control was repetition rates. Including additional Control highligted the that
granting school Council or electing principals. The authors concluded that
their results showed these innovations had a generally positive but modest
impact on Educational performance brorally defined. As to which innovation is
the most promosing, the authors attached more significance to financial
autonomy and much less significance to thr Election of principals.
It should be noted that all analyses were done at
the state level, this probably masks important within-state variance in SBM
practices and outcomes that might lead to different results. In addition,
although the introduction of additional control and fixed effects is likely to
have taken care of a substantial fraction of the unobserved heterogeneity,
questions remain about whether these variables adequately covered the range of
unobserved variables, particularly time-variant ones.
Also, carmoy et al. (2008) found that
participation in PDE improved passing rates for Brazilian students ing grades
5-8 by almost 10 percent. PDE participation had no statistically discenable
affect on student attendence or dropout rates.
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