Abstract
This article analyzes the inconsistencies of the results of the IDEB 2015 related to public education. Methodologically, we use descriptive and multivariate statistics. The findings indicate that: 1) high pass rate artificially inflates the IDEB’s magnitude; 2) there is no correspondence between the performance of the IDEB at different levels of education; 3) there is no correlation between the position in the IDEB and in the ENEM; Together, these methodological limitations compromise the validity of the published inference and justify the existence of doubts about the assessment model adopted by INEP.
Evaluation; Basic education; Public education; IDEB