Abstract
Educational indicators are metrics that assist in assessing the quality of the educational system. They are often associated with economic and social factors suggested to contribute to good school performance, however there is no consensus on the impact of these factors. The main objective of this work was to evaluate the factors related to school performance. Using a data set composed by Brazilian schools’ performance (IDEB), socioeconomic and school structure variables, we generated different models. The non-linear model predicted the best performance, measured by the error and determination coefficient metrics. The heterogeneity of the importance of the variable between school cycles and regions of the country was detected, this effect may contribute to the development of public educational policies.
Highlights
Indicators are statistics that reveal the performance of the educational system
The educational variables describe the performance of students in each school (IDEB) [15], the infrastructure of the school (School Census) and the performance indicators of teachers and Assessing the educational performance of different Brazilian school cycles using data science methods school management (INEP) [14]
The same parameters used in the implementation of the gradient boosting machine (GBM) for data from Brazil were used to generate the predictions of the regional IDEB, and we found particularities for each one of them and their respective school cycles
Summary
Indicators are statistics that reveal the performance of the educational system They are not perfect descriptors, they are critical for evaluating past policies and designing new strategies to improve results [1,2,3]. The Program for International Student Assessment (PISA) is the main educational indicator, held every three years by the Organization for Economic Cooperation and Development (OECD), which measures the performance of 15-year-old students enrolled in schools using mathematics, reading and science tests. This indicator has been pointed out as a superior measure to quantify the countrys economic development in contrast with the commonly used years of education [4]. For more detailed analysis, national indicators are potentially more effective to assess and evaluate the main aspects of the educational system
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