{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,5,29]],"date-time":"2025-05-29T19:28:03Z","timestamp":1748546883068,"version":"3.40.5"},"reference-count":41,"publisher":"Servicio de Publicaciones de la Universidad Autonoma de Madrid","issue":"1","license":[{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["REICE"],"abstract":"<jats:p>O estudo de efic\u00e1cia diferencial e equidade social entre o 5\u00ba e 9\u00ba ano do ensino fundamental segue orienta\u00e7\u00f5es te\u00f3rico-metodol\u00f3gicas de efic\u00e1cia educacional. Modelos de coeficientes aleat\u00f3rios s\u00e3o aplicados aos dados longitudinais da Prova Brasil 2011 emparelhados com os da Prova Brasil 2015, envolvendo mais de 1.2 milh\u00f5es de alunos. A profici\u00eancia aferida no 9\u00baano e conhecimento pr\u00e9vio aferido no 5\u00baano, na escala SAEB, foram padronizados para o prop\u00f3sito do artigo. Foram testadas ainda vari\u00e1veis sociodemogr\u00e1ficas do aluno, tais como sexo, etnia\/ra\u00e7a autodeclarada, n\u00edvel socioecon\u00f3mico, situa\u00e7\u00e3o face ao trabalho e se a m\u00e3e \u00e9 ou n\u00e3o alfabetizada. Os resultados sugerem que a rela\u00e7\u00e3o linear entre conhecimento pr\u00e9vio e profici\u00eancia no 9\u00ba ano apresenta varia\u00e7\u00e3o t\u00e9nue entre escolas, munic\u00edpios ou entre UFs e o mesmo acontece com a rela\u00e7\u00e3o entre n\u00edvel socioecon\u00f3mico e profici\u00eancia do 9\u00ba ano, apesar de alguns dos par\u00e2metros aleat\u00f3rios serem estatisticamente significativos. Os indicadores de equidade social e efic\u00e1cia diferencial por conhecimento pr\u00e9vio variam pouco. Os resultados refor\u00e7am a relev\u00e2ncia da investiga\u00e7\u00e3o institucional, especialmente quanto aos fatores intra-escolares, porque a raz\u00e3o entre a vari\u00e2ncia do n\u00edvel Aluno e o somat\u00f3rio de vari\u00e2ncias de n\u00edvel Escola-Munic\u00edpio-UF \u00e9 maior de 10 em Portugu\u00eas e quase 8 em Matem\u00e1tica.<\/jats:p>","DOI":"10.15366\/reice2022.20.1.004","type":"journal-article","created":{"date-parts":[[2022,3,10]],"date-time":"2022-03-10T12:52:10Z","timestamp":1646916730000},"source":"Crossref","is-referenced-by-count":2,"title":["Estudo Longitudinal sobre Efic\u00e1cia Diferencial e Equidade Social no Brasil"],"prefix":"10.15366","volume":"20","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1317-0629","authenticated-orcid":false,"given":"Maria Eug\u00e9nia","family":"Ferr\u00e3o","sequence":"first","affiliation":[]}],"member":"6788","published-online":{"date-parts":[[2022,1,1]]},"reference":[{"key":"285648","doi-asserted-by":"crossref","unstructured":"Alves, M. 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