Analysis of the university experience of undergraduate students of Education degrees.

The evaluation of the university experience of students is an increasingly frequent field of analysis among the academic community, as they represent one of the most important groups in universities and it is essential to know their opinion and satisfaction with the different services and resources that the university institution makes available to them. In this sense, the two objectives of the study were the following: 1) To analyse the undergraduate university experience of the different groups of students (graduates, students, drop-outs). 2) To identify which aspects of the academic training received predict each of the student groups. To this end, a study was carried out specifically aimed at undergraduate education students at the University of Granada (Spain), distinguishing between graduates, students, and those who had dropped out of their studies. A total of 292 students participated (82 female and 210 male), of whom 123 were graduates, 98 were still students and 71 were drop-outs. After the application of three questionnaires, it was found that the three aforementioned groups of participants coincided in particularly valuing characteristic dimensions of the formal teaching-learning scenario in the university experience. In addition, the linear regression analysis carried out identified the personalised attention factor as having the highest predictive value as regards student type. Thus, the results of the study point to an assessment of academic training focused on the need on the part of all three groups of participants for teacher support and individualised guidance. The study may be useful in providing universities with new data to help improve the teaching performance of Education degree teaching staff concerning students; for example, by encouraging their participation in tutorial action programmes.

Understanding Internal Medicine Residents' Rheumatology Knowledge Base.

Rheumatology is one of the internal medicine subspecialties that residents train to become proficient in during their internal medicine training. Our study sought to understand how residents across all postgraduate year levels felt in terms of comfortability and exposure to rheumatology. We focused on the subjective measurement of resident knowledge and exposure rather than objective data. A five-question survey was distributed to all 75 residents of Lenox Hill Hospital's Internal Medicine categorical residency program, from PGY1 to PGY3. When asked if they get enough exposure or feel confident treating patients with rheumatology diseases, 96% of residents responded no. When asked about their confidence in boards, the average response was a 3/10. The residents at our program voiced a strong concern for lack of exposure and education. Other studies and institutions have shown this to be a problem that has also been seen with poor test performance on the subject. We explore educational modalities to help improve this gap in education.

Vaccination as a Significant Factor Influencing the Psychoemotional State of Medical Students During the Sars-Cov-2 Pandemic: An International Aspect.

Background: The rapid spread of SARS-COV-2, characterized by its severe course in the absence of effective specific treatment for this infection, may become a significant risk factor for psycho-emotional disorders' emergence during this pandemic. One of the vulnerable groups in the current situation are first-year medical students, whose problems associated with an unfavorable sanitary-epidemiological situation and an increased infection risk are compounded by the difficulties of adapting to specific professional environments. In this situation, along with strict adherence to nonspecific prevention methods, the mass student SARS-COV-2 vaccination acquires particular importance. Objective: To compare the attitudes of first-year medical students in Russia and Azerbaijan toward SARS-COV-2 immunization and to assess the vaccination impact on the student's psycho-emotional state during the SARS-COV-2 pandemic. Materials and Methods: The study involved 594 first-year students at the Moscow and Baku branches of Sechenov University. The Google Forms platform was used to conduct an anonymous sociological survey. To compare the psychoemotional state of vaccinated freshmen and non-vaccinated students, we used the State-Trait Anxiety Inventory, STAI, to assess reactive anxiety and the Beck Depression Inventory test - to diagnose depressive symptoms. The online survey was conducted during the fourth wave of coronavirus infection. WHO official sources were used to analyze the current epidemiological SARS-COV-2 situation during the study data provided by the Russian Federal Service on Customers' Rights Protection and Human Well-Being Surveillance and JHU CSSE. Statistical analysis was carried out using RStudio. Results: The study results showed that vaccination coverage of first-year students at the Moscow branch of Sechenov University during the fourth wave of the SARS-COV-2 pandemic was 42,9±5,13%, at the Baku branch - 69,6±5,86%. The lack of reliable information about anticovid vaccines, indicated by a third of all respondents, may largely determine the motivated participation in the vaccination SARS-COV-2 campaign. The role of medical school in imparting knowledge about active SARS-COV-2 immunization to medical students was found to be insignificant. It was shown that the percentage of students willing to recommend SARS-COV-2 vaccination to the people around them and thereby contribute to increasing collective immunity level significantly depends on the percentage of students vaccinated. It was proved that vaccinated students were characterized by significantly greater psychological stability regardless of their study place. Conclusion: Vaccination is not only a good preventive measure against the infection spread but also a significant factor in stabilizing the psycho-emotional state of first-year students, which significantly affects the quality of their educational process and its effectiveness.

Similarities and differences between CLASS and ECERS-R estimates of educational environment quality.

The conducted research was devoted to comparison of kindergartens' educational environment quality evaluation via ECERS-R and CLASS methods. Both methods were applied in the same kindergarten groups. Therefore, in this study we attempted to find out if the educational environment quality assessments acquired via the two methods mentioned above would coincide. We analyzed the results from the cultural-historical psychology perspective. The educational environment quality assessment has been conducted in 83 Moscow kindergarten groups where study 5 to7 years old preschoolers. The correlation analysis results show that the ECERS-R method subscales are not related to the "Emotional support" CLASS domain, however, a significant correlation with the total ECERS-R score has been revealed. The "Classroom Organization" CLASS domain has the highest number of correlations to the ECERS-R subscales (4) as well as to the total ECERS-R score. The "Instructional Support" domain is connected only to the Parents and Staff subscale within the ECERS-R method. As a result of comparing groups with relatively low and high quality of the educational environment, that were identified based on the evaluation via the ECERS-R and CLASS methods, a good agreement between the results has been revealed. However, a fairly large number of groups with high CLASS scores have made it to the pool of average-low ECERS-R scores, which demonstrates a non-linear connection between the educational environment quality evaluations according to these two methods. Research allows to conclude that the ECERS-R and CLASS approaches complement each other well.

External assessment of medical education quality: indicative model development considering paradox of skill.

This study proposes an approach to the external evaluation of medical education programs' quality based on a combination of indicators, including international rankings, external stakeholders' input, and independent agencies' assessments. We modify the success equation with a detailed consideration of the skill component and its decomposition into internal and external quality assurance elements along with authority. We carried out a bibliometric analysis regarding the problem of medical education quality assessment in the context of achieving sustainable development goals. We described the calculation model of external quality assessment indicators through the algorithms of independent education quality assurance agencies' activity and rating indicators shown in the modified Mauboussin's equation. The model considers the economic component (the consequence of achievement) of skill, which is expressed in raising funds from external sources to implement educational and scientific activities. The proposed algorithm for assessing the educational program quality can be applied to benchmark educational program components, complete educational programs within the subject area, and the educational institution for different areas. We propose a "financial" model for educational program quality based on the analysis results. The model makes it possible to determine the need for additional focused funding of the educational program based on the individual analysis of the external evaluation criteria of the achievement level. This study analyzes the accreditation results of more than 110 educational programs in 2020 and 8 months of 2021 within the direction 22 "Medicine" (according to the national classification of fields of knowledge) (state and private Ukrainian medical universities).

Impact of anesthetist licensing examination on quality of education in Ethiopia: a qualitative study of faculty and student perceptions.

BACKGROUND: Ethiopia drastically increased the anesthesia workforce density by training 'associate clinician anesthetists' as a task-shifting and sharing strategy. However, there were growing concerns about educational quality and patient safety. Accordingly, the Ministry of Health introduced the anesthetist national licensing examination (NLE) to assure the quality of education. However, empirical evidence is scarce to support or refute the overall impact of NLEs, which are relatively costly for low- and middle-income settings. Therefore, this study aimed to explore the impact of introducing NLE on anesthetists' education in Ethiopia. METHODS: We conducted a qualitative study using a constructivist grounded theory approach. Data were prospectively collected from ten anesthetist teaching institutions. Fifteen in-depth interviews were conducted with instructors and academic leaders, and six focus groups were held with students and recently tested anesthetists. Additional data were gathered by analyzing relevant documents, including versions of curricula, academic committee minutes, program quality review reports, and faculty appraisal reports. Interviews and group discussions were audiotaped, transcribed verbatim and analyzed using Atlas.ti 9 software. RESULTS: Both faculty and students demonstrated positive attitudes toward the NLE. Student motivation, faculty performance, and curriculum strengthening were the three primary changes that emerged, resulting in three subsequent spin-offs on assessment, learning, and quality management practices. Academic leaders' dedication to evaluating examination data and turning these into action led to changes that improved education quality. Increased accountability, engagement, and collaboration were the predominant factors facilitating change. CONCLUSION: Our study indicates that the Ethiopian NLE has prompted anesthesia teaching institutions to improve their teaching, learning, and assessment practices. However, more work is required to improve exam acceptability among stakeholders and drive broader changes.

Professional Development among Secondary Teachers in Spain: Key Associated Factors as of PISA 2018.

Professional development for teachers is fundamental in the configuration and functioning of smart schools. This paper aims to characterize professional development with the participation of compulsory secondary teachers in Spain and to detect key factors in the functioning and organization of schools associated with higher levels of ongoing teacher training. A cross-cutting non-experimental design was used to conduct a secondary analysis of data from PISA 2018 tests, including over 20,000 teachers and more than 1000 schools in Spain. Descriptive results show great variability in teachers' commitment to their professional development; this variability is not associated with the grouping of teachers by school. The decision tree model completed with data mining tools shows that intensive professional teacher development in schools is associated with a better school climate and higher levels of innovation, cooperation, taking on shared goals and responsibilities, and leadership distributed among the education community. The conclusions highlight the importance of ongoing teacher training and how this improves educational quality in schools.

Career outcomes and satisfaction among graduates of a 4-year oral health and welfare baccalaureate program at Niigata University, Japan: A cross-sectional study.

OBJECTIVE: Globally, baccalaureate programs in dental hygiene are increasingly established. In addition, in Japan, many dental hygienists (DHs) and social workers (SWs) are prematurely leaving the workforce. This study aimed to investigate the most recent employment, career outcomes, reasons for a job change, and satisfaction with the job and undergraduate curriculum among graduates of the baccalaureate program at the Department of Oral Health and Welfare (DOHW), Faculty of Dentistry, Niigata University. METHODS: All 262 graduates (graduating classes 1-10) of the DOHW were invited to participate in this survey; an original self-administered questionnaire was distributed to those who consented. Responses were received from 114 (43.5%) graduates. RESULTS: Almost all respondents (89.5%) had dual licensure as both DH and certified SW. They were employed immediately after graduation (99.1%) and at the time of the survey (96.5%). Over 60% of them worked as DHs, mainly in hospitals. SWs mainly worked in administration. Among the 113 respondents who were employed, 39.8% changed jobs at least once. The main reasons for job selection were 'interest in job content' and 'flexible working hours'. Nearly 90% of the respondents felt satisfied or fairly satisfied with their job and their undergraduate education. CONCLUSIONS: A quality 4-year baccalaureate degree program in dental hygiene and social welfare positively influenced graduates' work continuity. Most graduates felt satisfied or fairly satisfied with their job and the undergraduate curriculum. Employment rates within each profession and the prevalence of hospital and administrative roles were higher than national averages. Long-term studies of graduates' career outcomes are warranted.

Toward agenda 2030 in education: policies and practices for effective school leadership.

School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to 'ensure inclusive and quality education for all and promote lifelong learning' as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public education. It utilized a research instrument developed by UNESCO's Division for Policies and Lifelong Learning Systems in Paris. The study used personal interview surveying, also called face-to-face surveying, and was completed with high-level policymakers at the Ministry of Education and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory frameworks governing school leadership; (2) the professional development opportunities offered to school leaders; (3) the degree the school leadership profession was attractive; and (4) the procedures followed to appraise school leaders. Findings underscore the critical role played by school autonomy, instructional leadership, and governance in responding to Agenda 2030. The discussion contributes to the global discourse in meeting the requirements of Agenda 2030.

Full-information item bifactor model for mathematical ability assessment in Chinese compulsory education quality monitoring.

This study focuses on the measurement of mathematical ability in the Chinese Compulsory Education Qualification Monitoring (CCEQM) framework using bifactor theory. First, we propose a full-information item bifactor (FIBF) model for the measurement of mathematical ability. Second, the performance of the FIBF model is empirically studied using a data set from three representative provinces were selected from CCEQM 2015-2017. Finally, Monte Carlo simulations are conducted to demonstrate the accuracy of the model evaluation indices and parameter estimation methods used in the empirical study. The obtained results are as follows: (1) The results for the four used model selection indices (AIC, SABIC, HQ, BIC) consistently showed that the fit of the FIBF model is better than that of the UIRT; (2) All of the estimated general and domain-specific abilities of the FIBF model have reasonable interpretations; (3) The model evaluation indices and parameter estimation methods exhibit excellent accuracy, indicating that the application of the FIBF model is technically feasible in large-scale testing projects.

Impact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country.

The education sector was considerably affected by the COVID-19 pandemic, risking the learning process and forcing governments to pull out contingency actions to ensure the students' development of generic and specific skills and guarantee education quality. These actions include the shift to online and hybrid (i.e., online and in-person) classes. This work assesses the pandemic effect on the generic skills of undergraduate students in a Colombian university. The study aims to determine the effect of COVID- 19 on the development of generic skills quantitatively. Two datasets were retrieved: i) A dataset with the scores obtained by the students in an institutional Generic Skills test and in the midterm tests; ii) A dataset with the students' scores in the Colombian standardized test for undergraduate students, called the Saber Pro test. Three analysis stages were performed: i) Univariate exploratory analysis; ii) Differential analysis to compare the No COVID vs. COVID scenarios; iii) A correlation analysis. Results showed that the scores of the Generic Skills and the Midterm tests increased significantly when comparing the two scenarios, except for the Written Communication. As for the Saber Pro test, only the scores for Written Comprehension, Quantitative Reasoning, and the global scores increased significantly. On the other hand, the correlation analysis showed a strong correlation only between the scores obtained at the Generic Skills and the Saber Pro tests for the English Proficiency skill. In addition, the analysis elucidated a weak correlation between the Generic Skills test's average and the Saber Pro's global score. Finally, the results prove that online education is a feasible alternative that offers students more flexibility to ensure the development of generic and specific skills.

A Comprehensive Instrument to Measure Teachers' Attitude towards Quality Management in the Context of Online Education.

The purpose of this study is to elaborate and validate a scale for the evaluation of the teachers' attitude towards quality management, by integrating elements of online education. Nine hundred and forty-two teachers from Romania have participated in the study. The exploratory factor analysis has led to the identification of three main dimensions of the scale: (1) communication and alignment; (2) needs and opportunities; and (3) training and support. Teachers participating in managing positions or in quality assurance boards indicated a more positive attitude towards the three components. Furthermore, teachers of a higher teaching experience reported higher values in the needs and opportunities component. The results are useful to educational institutions, program designers and policy makers to evaluate the teachers' attitude towards quality management.

Well-being and mathematics achievement: What is the role of gender, instructional clarity, and parental involvement?

Introduction: The aim of the present study was to explore the relationship between satisfaction with life and mathematics achievement among a nationally representative sample of Grade 9 learners in South Africa. Methods: Using the Trends in Mathematics and Science Study (TIMSS 2019) based on a sample of 20,829 learners (females = 11,067 and males = 9,719), and employing structural equation modelling (SEM), we examined the nature of the relationship between satisfaction with life and mathematics achievement, considering the role of gender, parental involvement, and instructional clarity. Results: Our findings showed that satisfaction with life is positively related to mathematics achievement, but is not moderated by gender. Additionally, instructional clarity contributes to, and is a partial mediator of, the relationship between life satisfaction and mathematics achievement. This suggests that greater instructional clarity is positively associated with high achievement in mathematics, over and above the relationship with satisfaction with life. By contrast, parental involvement negatively mediates this relationship, suggesting that mathematics achievement is negatively associated with certain forms of parental involvement, such as setting time aside for homework; and checking if homework is done. Discussion: Given the tested linear relationship between life satisfaction, instructional clarity and mathematics achievement, the results of the study suggest that if wellbeing is improved and existing instructional practices are constantly reviewed, mathematics scores could be positively affected. In addition, the emerging finding on the negative role of parental involvement in the hypothesised mediated relationship suggests that learners could benefit from properly tailored, and government-sponsored, afterschool tutoring.

The quantity-quality tradeoff: a cross-national, longitudinal analysis of national student-faculty ratios in higher education.

This article analyzes cross-national trends in national student-faculty ratios (SFRs) over the past five decades. In descriptive analyses, we find that SFRs have increased globally, driven by particularly large increases in low-income countries. We analyze two cross-national datasets to examine factors associated with national SFRs. We find that national SFRs are positively associated with gross tertiary enrollment rates and particularly so in low-income countries. In contrast, both the female share of faculty and research spending are associated with having lower national SFRs. The findings shed light on how national higher education systems are responding to massification pressures and suggest that differentiating faculty roles is one way that countries curb their rising SFRs as enrollments grow.

A delirium prevalence audit and a pre and post evaluation of an interprofessional education intervention to increase staff knowledge about delirium in older adults.

BACKGROUND: Delirium is more prevalent in older people and estimated to occur in up to 50% of the hospital population. Delirium comprises a spectrum of behaviours, including cognitive and attention deficits, and fluctuating levels of consciousness, often associated with an underlying physiological disturbance. Delirium has been increasingly associated with adverse outcomes. Although often preventable or can at least be mitigated, delirium may not be a standard part of assessment and thus may not be recognized in the early stages when it is most likely to be treated successfully. The aim of this study was to evaluate the level of knowledge of delirium amongst clinicians caring for patients at high risk of developing delirium and to determine whether education can improve clinical assessment of delirium. METHODS: Two hundred and forty-six case notes were audited before and 149 were reviewed after the education intervention and implementation of a delirium screening tool. Clinicians at the hospital were invited to complete a questionnaire on knowledge of delirium. The questionnaire was based on a validated tool which contained 39 questions about delirium. The questionnaire also contained 28 questions on delirium knowledge. Additional questions were included to gather demographic information specific to the hospital. Descriptive statistics, chi square and independent t-tests were conducted to test for differences in knowledge between the pre and post periods. The Squire Checklist Reporting Guidelines for Quality Improvement Studies informed the preparation of the manuscript. RESULTS: The audit demonstrated that the use of a cognitive assessment tool overall increased from 8.5% in pre education to 43% in the post education period. One hundred and fifty-nine staff completed the questionnaire in total, 118 the pre and 41 post. The knowledge subscale score was high pre and post education and no statistically significant difference was observed. The greatest increase in knowledge was related to knowledge of the risk factors subscale. The increase in knowledge (6.8%) was statistically significant. CONCLUSION: An interprofessional approach to delirium education was effective in not only increasing awareness of the factors associated with this syndrome but also increased the use of a delirium assessment tool.

Evaluating the effect of interventions for strengthening non-physician anesthetists' education in Ethiopia: a pre- and post-evaluation study.

BACKGROUND: Access to safe surgery has been recognized as an indispensable component of universal health coverage. A competent anesthesia workforce is a prerequisite for safe surgical care. In Ethiopia, non-physician anesthetists are the main anesthesia service providers. The Government of Ethiopia implemented a program intervention to improve the quality of non-physician anesthetists' education, which included faculty development, curricula strengthening, student support, educational resources, improved infrastructure and upgraded regulations. This study aimed to assess changes following the implementation of this program. METHODS: A pre-and post-evaluation design was employed to evaluate improvement in the quality of non-physician anesthetists' education. A 10-station objective structured clinical examination (OSCE) was administered to graduating class anesthetists of 2016 (n = 104) to assess changes in competence from a baseline study performed in 2013 (n = 122). Moreover, a self-administered questionnaire was used to collect data on students' perceptions of the learning environment. RESULTS: The overall competence score of 2016 graduates was significantly higher than the 2013 class (65.7% vs. 61.5%, mean score difference = 4.2, 95% CI = 1.24-7.22, p < 0.05). Although we found increases in competence scores for 6 out of 10 stations, the improvement was statistically significant for three tasks only (pre-operative assessment, postoperative complication, and anesthesia machine check). Moreover, the competence score in neonatal resuscitation declined significantly from baseline (from 74.4 to 68.9%, mean score difference = - 5.5, 95% CI = -10.5 to - 0.5, p < 0.05). Initial gender-based performance differences disappeared (66.3% vs. 65.3%, mean score difference = - 1.0, 95% CI = - 6.11-3.9, p > 0.05 in favor of females), and female students scored better in some stations. Student perceptions of the learning environment improved significantly for almost all items, with the largest percentage point increase in the availability of instructors from 38.5 to 70.2% (OR = 3.76, 95% CI = 2.15-6.55, p < 0.05). CONCLUSION: The results suggest that the quality of non-physician anesthetists' education has improved. Stagnation in competence scores of some stations and student perceptions of the simulated learning environment require specific attention.

Capacity Building for a Stronger Workforce in the Public Healthcare Sector.

In a more and more demanding sector, healthcare leaders are in need of relevant and up-to-date competencies. The paper describes the iComPAss-project that aimed to increase the quality of a Master's programme for healthcare leaders, making sure that the competencies students are taught and should develop during their studies are aligned with what is relevant for their current and future practices. A method for identifying needed competencies in the field of practice was developed and used. This led to an understanding of the need for increased collaboration between the Master's programme, the field of practice, and working life.

Learning equity requires more than equality: Learning goals and achievement gaps between the rich and the poor in five developing countries⋆.

Whereas the MDG was a simple schooling goal the Sustainable Development Goals (SDGs) have a number of targets for learning. Target 4.1 specifies not just that all children complete primary and secondary school but that this schooling leads to "relevant and effective learning outcomes" and Indicator 4.1.1 tracks progress goal using the proportion of children reaching "minimum proficiency" at early (grade 2/3), intermediate (primary complete) and late (end if lower secondary) stages of basic education with the aim that "all youth…achieve literacy and numeracy" (Target 4.6). We use the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that assess all children in a given age range, whether in school or not, on simple measures of learning in math, reading (local language), and English, to quantify how much achieving within country equality between the richest 20 percent and the poorest 40 percent in (a) grade attainment and (b) learning achievement by grade would contribute to an SDG-like global equity goal of universal numeracy and literacy for all children by age 12-13. We have three empirical findings. First, except in Kenya equalizing grade attainment between children from rich and poor households would lead to only modest progress in achieving universal numeracy, closing only between 8% (India) and 25 % (Pakistan) of the existing gap to universal literacy. Second, equalizing the learning profiles, that is, closing the gap in learning for children in the same grade between those from the poorest 40 percent of households and the richest 20 percent, would close between 16 % (Pakistan and Uganda) and 34 % (India) of the gap to universal numeracy, and between 13 % (Uganda) and 44 % (India) of the gap to universal literacy. Third, even with complete equality in grade attainment and learning achievement with children from the richest 20 percent children from poorer households still be far from the equity goal of universal numeracy and literacy, as even children from the richest 20 percent of households are far from universal mastery of basic reading and math by ages 12-13. In the currently low performing countries achieving universal literacy and numeracy to reach even a minimal proficiency of global equity goal will require more than just closing the rich-poor learning gap, it will take progress in learning for all.

Efeitos rendimento escolar, infraestrutura e prática docente na qualidade do ensino médio no Brasil / School performance, infrastructure and teaching practice effects on secondary education in Brazil / Efectos del desempeño escolar, la infraestructura y la práctica docente sobre la calidad de la educación secundaria en Brasil

O artigo identifica e discute fatores escolares que mais influenciam a qualidade do ensino médio no Brasil: rendimento escolar, infraestrutura ou prática docente. Foram utilizados os dados do Censo Escolar e do Exame Nacional do Ensino Médio. A técnica de mineração de dados levantou características-chave para o bom desempenho escolar. Um modelo de regressão logística identificou os fatores escolares que mais influenciam o desempenho escolar dos alunos da rede pública de ensino médio regular no Brasil. Investigaram-se, também, os diferenciais de desempenho escolar de alunos do ensino médio segundo o tipo de escola e tipo de ensino, bem como os diferenciais interestaduais, considerando o sistema público de ensino médio regular. Os resultados apontam que alunos de escolas estaduais estão em desvantagem e que os de escolas privadas e federais possuem desempenho semelhante, quando considerado apenas o tipo de escola. Ao se levar em conta também o tipo de ensino, os alunos do ensino regular das escolas federais apresentam o melhor desempenho, cerca de 1,3 vez maior do que o dos alunos das escolas estaduais. Não há grandes disparidades interestaduais, embora os resultados apontem diferenciação regional. Dentre os fatores escolares, a qualificação docente se mostrou o fator mais impactante no desempenho escolar.

This paper identifies and discusses school factors that most influence the quality of secondary education in Brazil: school performance, infrastructure, and teaching practice. We used data from the School Census and the National High School Exam (ENEM). The data mining technique has raised key characteristics for good school performance. A logistic regression model identified school characteristics that most influence the school performance of public high school students in Brazil. School performance was also investigated according to the type of school and type of education; and interstate differentials, considering the regular public high school system. Results show that students from state schools are at a disadvantage and that those from private and federal schools have similar performance when considering only the type of school. When considering the type of education as well, regular school students from federal schools have the best performance, about 1.3 times higher than that of state schools students. There are no major interstate disparities, although the results point to regional differentiation. Among school factors, teacher qualification proved to be the most impacting factor on school performance.

El presente artículo identifica y discute los factores escolares que más influyen en la calidad de la educación secundaria en Brasil: desempeño escolar, infraestructura o práctica docente. Para ello se utilizaron datos del censo escolar y del examen nacional de secundaria. La técnica de minería de datos ha planteado características clave para un buen desempeño escolar, y un modelo de regresión logística identificó los factores escolares que más influyen en el desempeño escolar de los estudiantes de la escuela secundaria pública en Brasil. También se investigaron las diferencias de desempeño escolar de los estudiantes de secundaria según el tipo de escuela y el tipo de educación, y diferenciales interestatales, considerando el sistema público de la escuela secundaria regular. Los resultados muestran que los estudiantes de las escuelas estatales están en desventaja y que los de las escuelas privadas y federales tienen un desempeño similar al considerar solo el tipo de escuela, pero al considerar también el tipo de educación los estudiantes de escuelas regulares de las escuelas federales tienen el mejor desempeño, aproximadamente 1,3 veces más alto que el de los estudiantes de las escuelas estatales. No hay grandes disparidades interestatales, aunque los resultados apuntan a una diferenciación regional. Entre los factores escolares, la calificación de los maestros resultó ser el factor más impactante en el desempeño escolar.