Brazilian education defines through ENEM that teaching must promote development of intelligence (scholar competences). This article discusses the quality of two school evaluations as indicative of these principle. Two studies were performed. The first one analyses 230 student’s data from a federal high school in Belo Horizonte. The second analyses 273 high school student’s data from a private school in >Belo Horizonte. The same methods were used in both studies to contrast the results. The relationship between fluid intelligence, grade school and general scholar competence was analyzed, by structural equation modeling. The results show that school evaluation of the two studies has connectivity with the national principles. The implications of the results are analyzed and discussed.
Evaluation; fluid intelligence; learning
