O efeito da mudança no acompanhamento parental sobre a proficiência dos alunos da rede pública do Recife.

Abstract

The purpose of this study to analyse the possible influence of a change in parental involvement in their children's education on their academic performance. Using panel data extracted from a longitudinal Monitoring Survey of Academic Performance of Public Elementary School Students in Recife (FUNDAJ, 2018), the difference-in-differences method and propensity score matching model were used to analyze the possible effect that a change in the person responsible for the children's educational support has on their proficiency in Portuguese and Mathematics. Among the results found were some evidences that the change in parental involvement in the students' school life presents a negative and significant effect on the OLS estimates, implying a negative influence of this variable on the students' performance. However, when observed by the difference-in-differences method between the groups that were treated with the change and the group that did not undergo the alteration, the effect is not significant. Therefore, it is not statistically significant to explain changes in the averages of Portuguese and Mathematics proficiency between the groups.