The relationship between students' socio-demographics and the probability of grade repetition in brazilian primary education: is it decreasing over time?

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dc.creatorMaria Eugénia Ferrão
dc.creatorMaria Teresa Gonzaga Alves
dc.date.accessioned2025-03-12T20:54:50Z
dc.date.accessioned2025-09-08T23:04:26Z
dc.date.available2025-03-12T20:54:50Z
dc.date.issued2023-04-04
dc.identifier.doihttps://doi.org/10.1186/s40536-023-00160-0
dc.identifier.issn2196-0739
dc.identifier.urihttps://hdl.handle.net/1843/80598
dc.languagepor
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofLarge-scale Assessments in Education
dc.rightsAcesso Aberto
dc.subjectEquidade
dc.subjectEnsino de primeiro grau
dc.subjectPolíticas públicas
dc.subjectAvaliação educacional
dc.subject.otherGrade repetition
dc.subject.otherEquity
dc.subject.otherPrimary education
dc.subject.otherMultilevel logistic model
dc.subject.otherLarge-scale evaluation
dc.subject.otherPublic policy
dc.subject.otherProva Brasil
dc.titleThe relationship between students' socio-demographics and the probability of grade repetition in brazilian primary education: is it decreasing over time?
dc.typeArtigo de periódico
local.citation.epage21
local.citation.spage1
local.citation.volume11
local.description.resumoThis article aims at a better understanding of the Brazilian education system’s performance concerning the quality and equity over the decade 2007–2017. It examines the extent to which students’ sociodemographic characteristics are related to schooling trajectory without failure in primary education and how such relationships have changed over time. Multilevel logistic models are applied to cross-sectional student assessment data (Prova Brasil), considering the hierarchical structure of four levels. The total number of students covered is 12.4 million. The results suggest a pattern of educational inequity marked by socioeconomically disadvantaged status, gender, and self-declared race/ethnicity. The analyses show that the gender gap increased and the differentials by socioeconomic status and race/skin colour decreased over the decade. The estimates also suggest that the effect of school socioeconomic composition was reduced, but the effect of the proportion of repeating students per school on the individual probability of success was reinforced. In addition, the probability of students’ success varies randomly across schools, municipalities, and states, and such educational disparities across states are increasing over time.
local.identifier.orcidhttps://orcid.org/0000-0002-1317-0629
local.identifier.orcidhttps://orcid.org/0000-0001-5820-4311
local.publisher.countryBrasil
local.publisher.departmentFAE - DEPARTAMENTO DE CIÊNCIAS APLICADAS À EDUCAÇÃO
local.publisher.initialsUFMG
local.url.externahttps://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-023-00160-0

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