Middle-Tier Management and School Performance in Brazil: Evidence from a Mixed-Methods Study in the State of Minas Gerais

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Abstract/Contents

Abstract: Although Brazil has increased school enrollment in the past decades, inequalities in learning outcomes persist across regions, states, and municipalities. In this context, state-level education management, specifically middle-tier management (i.e., regional education offices), plays a central role in supporting the educational achievement of students from different regions. This mixed-methods study examines the association between middle-tier management practices and school performance in the state of Minas Gerais. Using a fixed effects regression model, I analyze student test scores from 2009 to 2018 to identify differences in regional education offices’ value-added to school achievement. Based on quantitative results, I select consistently top- and bottom-performing offices for in-depth interviews. Quantitative results demonstrate significant variation in regional education offices’ value-added to school achievement statewide, and qualitative analyses further reveal variation in management practices between top and bottom performers. Whereas top-performing offices emphasize targeting, monitoring, and recruitment among their management practices, bottom performers emphasize incentives.

Author	Ishikawa, Julia Tami

Subject	Education inequalities
Subject	Middle-tier management
Subject	Government performance
Subject	World Management Survey
Subject	Learning outcomes
Subject	Stanford Graduate School of Education International Comparative Education
Genre	Text

DOI	https://doi.org/10.25740/fp272zd6068
Location	https://purl.stanford.edu/fp272zd6068

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Ishikawa, J. (2022). Middle-Tier Management and School Performance in Brazil: Evidence from a Mixed-Methods Study in the State of Minas Gerais. Stanford Digital Repository. Available at https://purl.stanford.edu/fp272zd6068

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