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2021 (1)

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Book
Achieving World-Class Education in Adverse Socioeconomic Conditions : The Case of Sobral in Brazil
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Year: 2020 Publisher: Washington, D.C. : The World Bank,

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Abstract

This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report.


Book
Incentives for Mayors to Improve Learning : Evidence from State Reforms in Ceara, Brazil
Authors: ---
Year: 2021 Publisher: Washington, D.C. : The World Bank,

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Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceara, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceara's border over key implementation periods, the paper shows that ninthgrade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceara offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.


Book
Full-Time Teachers, Students, and Curriculum : The Single-Shift Model in Rio de Janeiro
Authors: --- ---
Year: 2017 Publisher: Washington, D.C. : The World Bank,

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This paper examines the full-time school program in Rio de Janeiro's municipal schools. The program, called as the "Single-Shift" schools (Turno Unico), extends the time students spend in municipal schools and seeks to improve the quality of education provision by creating a diverse curriculum for the use of the extra time in school. Unlike the model prevalent in most Brazilian public schools, in which the school day is divided in two shifts of four to five hours each, Single-Shift schools provide education in a format in which students attend a seven-hour daily shift. A subset of Single-Shift schools was certified when they included aspects such as having all teaching staff fully dedicated to a single school. Difference-in-differences estimates, including school and time fixed effects, as well as restrictive school-by-time controls, indicate sizable and robust positive results for the certified Single-Shift program in middle schools. The results indicate that just extending the school day does not grant positive impacts on student performance if it is not also coupled with a more comprehensive and careful consideration on how the additional school hours are used and organized, which requires a well-structured and integrated curriculum, teachers fully dedicated to one school, and focused teacher training.


Book
Supporting Teacher Autonomy to Improve Education Outcomes : Experimental Evidence from Brazil
Authors: --- --- --- ---
Year: 2020 Publisher: Washington, D.C. : The World Bank,

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What is the impact of greater teacher autonomy on student learning? This paper provides experimental evidence from a program in Brazil. The program supported teachers, through a combination of technical assistance and a small grant, to autonomously develop and implement an innovative project aimed at engaging their students. The findings show that the program improved student learning by 0.15 standard deviation and grade passing by 13 percent in sixth grade, a critical year of transition from primary to lower-secondary education. The paper explores two mechanisms: teacher turnover and student socio-emotional skills. Teacher turnover is reduced by 20.7 percent, and the impacts on student outcomes are concentrated in the schools with the largest reductions. The findings also indicate positive impacts on conscientiousness and extroversion among the students. The results suggest that increasing the autonomy of public servants can improve service delivery, even in a low-capacity context.


Book
The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty
Authors: --- --- ---
Year: 2020 Publisher: Washington, D.C. : The World Bank,

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This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed.

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