In:
Estudos Econômicos (São Paulo), FapUNIFESP (SciELO), Vol. 50, No. 3 ( 2020-09), p. 369-409
Abstract:
Abstract High school outcomes are stagnant in Brazil. In 2016, the School Census of Basic Education showed that 21% of Brazilian high school teachers were only teaching out-of-field assignments. To what extent are these phenomena related? Is it necessary for a teacher to have a formal education strictly compatible with the subject taught to improve the results of secondary education students? Based on a panel built with the School Census of Basic Education ranging from 2007 to 2016, we estimate the impact of out-of-field teaching in school outcomes. The main result points to a positive and significant relation with dropout rate and age-series distortion. Systematic issues such as dropout and age-grade distortion in secondary school seem to be accentuated with out-of-field teaching.
Type of Medium:
Online Resource
ISSN:
1980-5357
,
0101-4161
DOI:
10.1590/0101-41615031raf
Language:
Portuguese
Publisher:
FapUNIFESP (SciELO)
Publication Date:
2020
detail.hit.zdb_id:
2252874-X
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