Diferencial de desempenho entre jovens das escolas públicas e privadas

Abstract

This paper studies the differences in performance between students from public and private schools at the end of high school. The microdata of the National High School Exam-ENEM in 2017 and the decomposition techniques of Firpo, Fortin and Lemieux (2018) and Fortin, Lemieux e Firpo (2011) were used. The results reveal that, looking at the decompositions of the average or median, the total difference of scores in the Objective, Mathematics and Writing test is explained mostly by the students’ endowments (Composition Effect). Within this effect, we note a primary relevance of the classroom socioeconomic background and the students’ family socioeconomic background. On the other hand, when looking at the tails of the distribution, we observe also that the Coefficient Effect plays an important role in the lower quantiles (q10 and q25), except to Writing test. In these quantiles, most of the disparities between public and private schools are explained by how students manage the socio-economic background of the classroom, as well as the characteristics of teachers and school, in order to convert these characteristics into higher scores.