Abstract
The fast-changing Brazilian urban reality segregates people in socio-spatial terms and distributes urban public resources unfairly, threatening student’s access to the structure of educational opportunities and causing school inequalities. Factors such as the existence of public lighting, open sewage and garbage accumulated around the homes, as well as electricity and water supply, sanitation, and the number of residents per bathroom, are discussed as predictors of school achievements as measured using their average IDEB (Basic Education Development Index) outcomes using Data Science methods. It was found that the resident/bathroom density and the household wall material indicators in a municipality have a higher correlation with its average school achievements than the average students’ socioeconomic status, relations that are clearly illustrated through bivariate choropleth maps across all the 5,388 Brazilian municipalities with available valid data. These results are compatible with research that reveals the presence of a “neighbourhood effect,” such that the distributional inequalities in infrastructure access and ultimately the notion of urban welfare reduces educational opportunities and engenders social inequalities, what is incompatible with the ideal of a sustainable society.
Highlights
IntroductionEmpirical research conducted from the 1950s to the 1990s in the United States, England, and France showed that extra-school factors explain better the observed inequalities in student performance than intra-school factors
According to Soares (2004), the factors that determine students’ cognitive performance can be grouped into three broad categories: those associated with school structure, those associated with the family, and those related to the student itself.Empirical research conducted from the 1950s to the 1990s in the United States, England, and France showed that extra-school factors explain better the observed inequalities in student performance than intra-school factors
These results are compatible with research that reveals the presence of a “neighbourhood effect,” such that the distributional inequalities in infrastructure access and the notion of urban welfare reduces educational opportunities and engenders social inequalities, what is incompatible with the ideal of a sustainable society
Summary
Empirical research conducted from the 1950s to the 1990s in the United States, England, and France showed that extra-school factors explain better the observed inequalities in student performance than intra-school factors. They showed that both access to education and school outcomes are mostly and strongly directly associated with the socioeconomic and cultural characteristics of the students (Soares, 2004). The effects of segregation on socio-spatial mobility reduction in Sweden, the Netherlands, the UK (England and Wales), and Estonia was studied by Nieuwenhuis et al (2019). Lewis-Mccoy (2014) discusses segregation, social mobility, and educational opportunity among US
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