Abstract
This article analyzes the factors that restrict the availability of educational data. Focusing on secondary school, the article demonstrates that most of those municipalities and schools which, in 2022, did not have data available for the Sistema de Avaliação da Educação Básica [Basic Education Assessment System] (Saeb), either presented low average proficiency indicators in 2019, or did not have data available in 2019. By means of logistic regression, the article demonstrates that the likelihood of a municipality achieving the minimum participation rate for the Saeb, in 2022, was greater amongst those with a high average proficiency in 2019, a greater number of enrollments, and more effective responses to the Covid-19 pandemic. The results demonstrate a reproduction of educational inequalities in the availability of data.
BASIC EDUCATION; EDUCATIONAL INDICATORS; SAEB; SOCIO-EDUCATIONAL INEQUALITIES
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Source: Prepared by the authors based upon Inep data (2005-2021).
Source: Prepared by the authors based upon Inep data (2005-2021).
Source: Prepared by the authors based upon Inep data (2017-2021).
Source: Prepared by the authors based upon Inep data (2019-2021).
Source: Prepared by the authors based upon Inep data (2019-2021).
Source: Prepared by the authors based upon Inep data (2019-2021).Note: Confidence interval of 95% and controlled results by state.