Jevuks Matheus de Araújo , Pedro Jorge Holanda Alves , Ana Karolina Acris Melo , Margaria Noélia de Aguiar , Rômulo Eufrosino
{"title":"评估巴西模式对军事公立学校的影响","authors":"Jevuks Matheus de Araújo , Pedro Jorge Holanda Alves , Ana Karolina Acris Melo , Margaria Noélia de Aguiar , Rômulo Eufrosino","doi":"10.1016/j.ijedudev.2025.103300","DOIUrl":null,"url":null,"abstract":"<div><div>This article evaluates the impact of the militarization of public schools in the state of Goiás, Brazil, on student performance in standardized tests and age-grade distortion. Using data from the School Census and Prova Brasil between 2007 and 2020 and adopting a difference-in-differences approach with multiple periods (event study), the results indicate that militarization led to a reduction in age-grade distortion and an increase in math, Portuguese, and the Basic Education Development Index (IDEB) scores. The research also examines the impact of militarization on variables related to school violence, revealing a significant decrease in threats to professionals, robberies, and the presence of alcohol, drugs, and weapons among students. This analysis of transmission channels offers insights into how militarization contributes to improving the school environment and academic performance. Robustness analyses, including propensity score matching and the \"Honest DiD\" method, confirm the significance of the results, even in scenarios where the parallel trends assumption is violated. The results contribute to the debate on educational policies and the expansion of the civic-military school model in the country, providing a valuable benchmark for similar programs across Brazil. However, further research is needed to assess long-term impacts and other relevant dimensions, such as the development of socio-emotional skills and civic education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103300"},"PeriodicalIF":2.8000,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluating the impacts of the Brazilian model for military public schools\",\"authors\":\"Jevuks Matheus de Araújo , Pedro Jorge Holanda Alves , Ana Karolina Acris Melo , Margaria Noélia de Aguiar , Rômulo Eufrosino\",\"doi\":\"10.1016/j.ijedudev.2025.103300\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This article evaluates the impact of the militarization of public schools in the state of Goiás, Brazil, on student performance in standardized tests and age-grade distortion. Using data from the School Census and Prova Brasil between 2007 and 2020 and adopting a difference-in-differences approach with multiple periods (event study), the results indicate that militarization led to a reduction in age-grade distortion and an increase in math, Portuguese, and the Basic Education Development Index (IDEB) scores. The research also examines the impact of militarization on variables related to school violence, revealing a significant decrease in threats to professionals, robberies, and the presence of alcohol, drugs, and weapons among students. This analysis of transmission channels offers insights into how militarization contributes to improving the school environment and academic performance. Robustness analyses, including propensity score matching and the \\\"Honest DiD\\\" method, confirm the significance of the results, even in scenarios where the parallel trends assumption is violated. The results contribute to the debate on educational policies and the expansion of the civic-military school model in the country, providing a valuable benchmark for similar programs across Brazil. However, further research is needed to assess long-term impacts and other relevant dimensions, such as the development of socio-emotional skills and civic education.</div></div>\",\"PeriodicalId\":48004,\"journal\":{\"name\":\"International Journal of Educational Development\",\"volume\":\"116 \",\"pages\":\"Article 103300\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2025-05-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Development\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0738059325000987\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Development","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0738059325000987","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Evaluating the impacts of the Brazilian model for military public schools
This article evaluates the impact of the militarization of public schools in the state of Goiás, Brazil, on student performance in standardized tests and age-grade distortion. Using data from the School Census and Prova Brasil between 2007 and 2020 and adopting a difference-in-differences approach with multiple periods (event study), the results indicate that militarization led to a reduction in age-grade distortion and an increase in math, Portuguese, and the Basic Education Development Index (IDEB) scores. The research also examines the impact of militarization on variables related to school violence, revealing a significant decrease in threats to professionals, robberies, and the presence of alcohol, drugs, and weapons among students. This analysis of transmission channels offers insights into how militarization contributes to improving the school environment and academic performance. Robustness analyses, including propensity score matching and the "Honest DiD" method, confirm the significance of the results, even in scenarios where the parallel trends assumption is violated. The results contribute to the debate on educational policies and the expansion of the civic-military school model in the country, providing a valuable benchmark for similar programs across Brazil. However, further research is needed to assess long-term impacts and other relevant dimensions, such as the development of socio-emotional skills and civic education.
期刊介绍:
The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.