A note on non-cognitive skills and effectiveness of school quality in Brazil
Barbosa, Rafael; Lopes Ribeiro, Daniel; Araújo Benevides, Alesandra
O documento é disponibilizado pela fonte de origem, que mantém a versão integral e as condições de uso.
Resumo
This paper presents evidence that non-cognitive skills, acquired before high school, mediate the effect of public school quality in Brazil. We estimate school quality using a value-added model for secondary schools in the state of Ceará. Students with low engagement reduce their performance in better quality schools in math, suggesting a potential dynamic complementarity between school quality and prior non-cognitive skills. Our results also find that student expectations do not affect the effectiveness of school quality, indicating that not all non-cognitive skills exhibit such complementarity with school quality. We also find a heterogeneous effect according to students' socioeconomic status. Our results indicate that the effectiveness of public school quality in Brazil depends on students' non-cognitive skills.
Ficha do documento
- Tipo
- Artigo científico
- Ano
- 2026
- Instituição
- EGV EPGE
- Idioma
- Inglês
- Acesso
- Não informado
- Identificador
- oai:ojs.periodicos.fgv.br:article/85680
- Abrangência
- Brasil,; Ceará; Contemporâneo
- Palavras-chave
- School qualityNon-cognitive skillsStudent achievement
Conteúdos relacionados
- DissertaçãoSchool calendar and student achievementFundação Getulio Vargas · 2016
- EstudoDrug battles and school achievementFundação Getulio Vargas · 2013
- Artigo científicoHow do we grow this garden? The case of Honig GartenEscola Brasileira de AdEscola Brasileira de Administração Pública e de Empresas da Fundação Getulio Vargas (FGV EBAPE) · 2026
- Artigo científicoPeer Review ReportEscola Brasileira de AdEscola Brasileira de Administração Pública e de Empresas da Fundação Getulio Vargas (FGV EBAPE) · 2026
