Abstract
The present study evaluated the impact of family-school integration practices on student performance in Brazil. Data used in this research came from the 2011 Saeb microdata, which had information on 3,238,506 students from the 5th year of elementary school. The level of proficiency acquired by students in math and Portuguese language calculated by Saeb was used as dependent variable. The answers to the Saeb questionnaires, given by students, teachers and school principals, were used to create the independent variables that sought to represent the practices: homework, parents’ meeting, expectations of the school in relation to the student’s parents and the strategies of communication with the family. Using a multiple regression model, a positive effect of family-school integration practices on student performance was observed. However, it was also observed that: 1. certain school postures and demands had negative effects on student performance. 2. when students had parents who could read and write, homework produced better academic results than in students who also did homework, but who had parents who could not read and write.
Family-school integration; Proficiency level; Saeb