Abstract
Abstract Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle school. In both models, more than 50% of school level variance and more than 11% of the variance on student level was explained. The final model is composed of control variables, 13 student level variables, 9 school level variables, and random and interaction effects. The results contribute to a better comprehension of factors that affect school performance, which permits the orientation of public policies.
Highlights
Several studies have indicated that student performance is strongly influenced by school context
Taking into account the importance of contextual factors and the hierarchical structure of the school system, this study aimed to identify the variables that interfere on the performance in mathematics of Grade 5 and Grade 9 students with a multilevel hierarchical analysis
It is worth to highlight the observed intercept values (197.9 and 239.4), which represent the average proficiency in mathematics for Grade 5 and Grade 9 students (Table 2)
Summary
Several studies have indicated that student performance is strongly influenced by school context Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. De esta forma, la presente investigación tuvo como objetivo identificar variables contextuales que interfieren en el desempeño de matemáticas, teniendo en cuenta la estructura de varios niveles del entorno escolar. The United Nations Organization for Education, Science and Culture (UNESCO) reports that there has been an increase in education access and reduction of illiteracy rates (UNESCO, 2014) Despite this progress, education in Brazil still faces considerable challenges. Large-scale educational assessments are critical for identifying good practices, schools in need of intervention, and factors affecting the learning process
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