Abstract
This study measures the magnitude of the gap between students’ probability to access qualified teachers and its evolution over 15 years in Brazil. Results show that teachers with bachelor’s degree became more equally distributed. The inequality did not change, however, regarding access to teachers with graduate studies and more experience. Less affluent students have a consistently lower probability compared to their more affluent peers, particularly in rural schools and/or those in the Amazon region. This discussion emphasizes the policymakers’ role to overcome this challenge through the implementation of public policies.
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