Educational inequalities and performance in Brazilian public schools in mathematics learning

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DOI:

https://doi.org/10.14244/contemp.v15.1300

Abstract

What is the effect of socioeconomic inequality on school learning? In this article, we estimate the effect of the Socioeconomic Level Indicator (INSE) on the average math scores of the early years of schools that participated in the SAEB - Basic Education Assessment System. We will test the hypothesis that schools with higher levels of INSE will show higher achievement values in SAEB compared to other schools under similar conditions. Methodologically, we use a two-level linear regression model to assess our hypothesis, keeping other school characteristics constant for all institutions with data provided by INEP in the 2019 and 2021 editions.

Author Biographies

Willber Nascimento, Universidade Federal de Alagoas

Doutorado em Ciência Política

Programa de Pós-graduação em Sociologia, Universidade Federal de Alagoas - Maceió - Brasil – nascimentowillber@gmail.com – ORCID: https://orcid.org/0000-0002-2257-8108; Lattes: http://lattes.cnpq.br/6856013993591304.

Elder Patrick Maia Alves, Universidade Federal de Alagoas

Doutorado em Sociologia

Programa de Pós-graduação em Sociologia, Universidade Federal de Alagoas - Maceió - Brasil – elder.alves@edufal.ufal.br - ORCID: https://orcid.org/0000-0003-4896-1962; Lattes: http://lattes.cnpq.br/5261860957894954.

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Published

2025-07-11

Issue

Vol. 15 (2025): Publicação Contínua

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