Learning inequality challenges public policies – 02/06/2023 – Laura Machado

Learning inequality among Brazilian students in public schools is enormous. In 2019, for example, 82% of students did not reach the minimum proficiency in mathematics in the 9th grade of public elementary school, according to the SAEB scale, which measures learning.

The ideal would be for everyone to reach the minimum level of 300 points, and for part of the students to stay above this level. It is not, however, the kind of learning inequality we experience today.

Our Fundeb (Fund for the Maintenance and Development of Basic Education and the Enhancement of Education Professionals) is the instrument responsible for distributing around 63% of the resources allocated to education in the country. It represents the largest pocket that pays for student learning, but it does not include all of the resources.

Fundeb is mainly concerned with equalizing the inequality of resources within the states, that is, it redistributes state funds in such a way that municipal networks receive the same amount per student. In this way, the amount spent per student in the same state is more equal than it would be without this instrument.

The challenge is that most learning inequality is within the same school, not between different schools. In mathematics, for example, 84% of the learning inequality of students in a given state is within the same school, while 16% is between schools.

As we are concerned with inequality as a whole, not just a part of it, and Fundeb aims to equalize the resources that institutions receive, we need to improve our policies to reduce learning inequality within the same school.

But what would be a public policy to reduce learning inequality within the school? Certainly leveling plays an important role.

A diagnostic test applied at the beginning of the school year allows the school to work with students who eventually arrive at the beginning of the year without the prerequisites. Based on the result of an evaluation that checks for discrepancies, the school can fill this gap with leveling classes.

This is the patch of inequality that was generated in the past. It is the starting point for the student to be able to attend the year – of course, considering that the school is in full working order.

Once leveling is in place, student-centered learning is essential. Learning techniques at a personal or cooperative pace, which take into account the different paces of understanding and the heterogeneity of students, are important pedagogical instruments.

Student-centered learning combined with recurring assessments throughout the year to verify that all skills have been acquired can help mitigate inequality within the school.

The challenge of public policy is to provide leveling, training, both pedagogical and content, assessment instruments with quick feedback to teachers and permanent discussions for sharing best practices.

We are clear about Fundeb’s performance, we need more clarity about the learning management policy within schools.

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