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Social Index of Educational Effectiveness: A New Approach from the Perspective of Promoting Equity

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Published: 2015-05-04

Author

Ulisses Azevedo Leitão

Departamento de Ciências Exatas Universidade Federal de Lavras

Keywords: large-scale assessment; educational effectiveness; educational accountability policy; efficiency and equity in education; value-added models

Abstract

In this article, I propose an index, called the Social Index of Educational Effectiveness (SIEE), which allows the establishment of an objective criterion to define the school’s profile concerning the promotion of educational equity. It makes it possible to differentiate schools with an “inclusionary profile,” (SIEE>0), from those with an “exclusionary profile,” (SIEE<0), depending on whether or not the school fosters educational inclusion, and therefore promoting social equity. I have analyzed 272 schools (N=11,732 students) of five urban contexts in Brazil and found behaviors markedly different for the two learning subjects; reading and mathematics, the mean SIEE yielding positive and negative values, respectively. I argue that the SIEE concept is relevant for the analysis of educational effectiveness and should be considered as such by educational researchers and policymakers.

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Author Biography

Ulisses Azevedo Leitão

Departamento de Ciências Exatas Universidade Federal de Lavras

Dr. rer. nat. Ulisses A. Leitão (Germany, 1988) is Adjunct Professor of the Exact Science Department at the Federal University of Lavras (UFLA) since 2009. He takes part as full master degree advisor in the National Master Program on Physics Education, promoted by the Brazilian Physics Society and CAPES. His interests include inquiring-based physics and mathematics education, applications of Item Response Theory on large-scale evaluation for improvements in quality education.   

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Published: 2015-05-04

How to Cite

Leitão, U. A. (2015). Social Index of Educational Effectiveness: A New Approach from the Perspective of Promoting Equity. Education Policy Analysis Archives, 23, 50. https://doi.org/10.14507/epaa.v23.1915