Doutorado em Economia

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17550

Nível: Doutorado
Ano de início: 2019
Conceito atual na CAPES: 4
Ato normativo: Homologado pelo CNE (Portaria MEC nº 486, de 14/05/2020). Publicação no DOU em 18/05/2020, seção 1, p. 93. Parecer nº 839/2019 CNE/CES
Periodicidade de seleção: Semestral
Área(s) de concentração: Teoria Econômica
Url do curso: https://economia.ufes.br/pt-br/pos-graduacao/PPGEco/detalhes-do-curso?id=1433

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Navegando Doutorado em Economia por Assunto "Inflação de notas"

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    Ensaios em economia da educação: avaliação de políticas públicas educacionais
    (Universidade Federal do Espírito Santo, 2025-04-29) Blulm, Luiz Felipe Magnago; Seixas, Renato Nunes de Lima; https://orcid.org/0000-0002-0510-5181; http://lattes.cnpq.br/1824359260532530; Giuberti, Ana Carolina; https://orcid.org/0000-0001-6685-6272; http://lattes.cnpq.br/7213083068331720; https://orcid.org/0000-0001-7488-6615; http://lattes.cnpq.br/8151266048812855; Hott, Henrique Augusto Campos Fernandez; https://orcid.org/0000-0001-5791-3220; http://lattes.cnpq.br/6427553968530386; Pereira, Guilherme Armando de Almeida; https://orcid.org/0000-0002-2833-1384; http://lattes.cnpq.br/5139328860920389; Scorzafave, Luiz Guilherme Dácar da Silva; https://orcid.org/0000-0003-2044-4613; http://lattes.cnpq.br/3451416618616211; Silva, João Carlos Cerejeira da; https://orcid.org/0000-0001-6544-6116
    This thesis is composed of three essays on the theme of the Economics of Education. The first two essays aim to understand the impacts of full-time education on student learning and how changes in the policy design can affect different outcomes. The third essay investigates the motivations of schools under different administrative dependencies in the phenomenon of grade inflation. The first essay aims to evaluate the impact of the "Mais Educação" (More Education) program on student learning. For this purpose, school-level data from INEP were used, covering the period from 2007 to 2017. As the program was gradually adopted by schools, the methodology employed was a difference-in-differences approach with multiple periods. The results showed a positive and significant impact of the program on learning; however, the magnitude of the impact was small, especially considering the program's duration. The second essay aims to estimate the impact of the "Novo Mais Educação" (New More Education) program on learning and to discuss the possible effects brought about by the change in policy design. The data used were also from INEP, at the school level, covering the period from 2013 to 2019. The method applied was a combination of Propensity Score Matching with difference-in-differences. The results indicate that, despite the short duration of the program, there are positive and significant effects on student learning. Furthermore, it discusses whether a design more focused on the skills measured in standardized tests can enhance learning levels and yield better results in such indicators. Lastly, the essay provides insight into how the design of full-time education policies may explain the divergent results found in the literature on the subject. The third essay explores the practice of grade inflation across different administrative dependencies, highlighting the various motivations that may exist. The analysis is based on Rational Choice Theory. Data from the National Secondary Education Exam of Portugal were used. Schools were categorized as public, private, religious, privately funded, and religiously funded. The Portuguese government has a policy in which private schools receive a fixed amount to operate as public schools. However, in 2018, some schools were removed from the policy by a unilateral government decision, claiming that the schools were excluded based on local demand, which could be fully met by public schools. Ordinary Least Squares (OLS) models were estimated, and to analyze the change in administrative dependency, a combination of Propensity Score Matching with difference-in-differences was used. The results show that private schools exhibit the highest level of grade inflation, followed by public schools. Moreover, schools that ceased operating as public and returned to the market logic (operating as private) showed an increase in grade inflation practices, particularly in mathematics. This provides evidence that a school's motivation changes according to its market context. The implications of this phenomenon are discussed.