High school outcomes are stagnant in Brazil. In 2016, the School Census of Basic Education showed that 21% of Brazilian high school teachers were only teaching out-of-field assignments. To what extent are these phenomena related? Is it necessary for a teacher to have a formal education strictly compatible with the subject taught to improve the results of secondary education students? Based on a panel built with the School Census of Basic Education ranging from 2007 to 2016, we estimate the impact of out-of-field teaching in school outcomes. The main result points to a positive and significant relation with dropout rate and age-series distortion. Systematic issues such as dropout and age-grade distortion in secondary school seem to be accentuated with out-of-field teaching.
CITATION STYLE
Costa, R., Britto, A., & Waltenberg, F. (2020). Efeitos da formação docente sobre resultados escolares do ensino médio1. Estudos Economicos, 50(3), 369–409. https://doi.org/10.1590/0101-41615031raf
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