Executive Summary

This report summarizes the findings from a national evaluation of mentoring programs funded under the U.S. Department of Education’s (ED) Student Mentoring Program. The Office of Management and Budget (OMB) requested that the Institute of Education Sciences (IES) within ED oversee an independent evaluation of the Student Mentoring Program. In 2005, ED contracted with Abt Associates and its team of subcontractors, Branch Associates, Moore and Associates, and the Center for Resource Management, to conduct the Impact Evaluation of Student Mentoring Programs. The impact evaluation used an experimental design in which students were randomly assigned to a treatment or control group. Thirty-two purposively selected School Mentoring Programs and 2,573 students took part in the evaluation, which estimated the impact of the programs over one school year on a range of student outcomes. The evaluation also describes the characteristics of the program and the mentors, and provides information about program delivery.

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Achieving universal enrollment in primary school, and high attendance among those enrolled, has been a major policy focus in developing countries for the last decade. There is now considerable evidence from randomized evaluations on the effectiveness of the different strategies that have been used to promote student participation. Parents are sensitive to the cost of school and even small subsidies can improve participation. But the most cost-effective approaches of those examined here are providing families with information about the higher wages earned by those who complete school, and addressing health problems such as intestinal worms and chronic anemia. So far there is little evidence that families vary their demand for schooling in response to education quality, such as more teacher attendance or a remedial curriculum, but this question has only been looked at over the shorter term.

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Entrevista da diretora da Fundação Lemann para o G1. Ela faz severas críticas ao sistema educacional Brasileiro. Excelente reflexão.

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A transformação de uma escola pública de Massachussets e a análise da implementação do programa Fundescola no Brasil trazem lições importantes para o Brasil. Como fazer reformas que tragam resultados efetivos para aquelas escolas com maiores dificuldades? Como engajar professores e a comunidade escolar em torno das mudanças necessárias? Qual é o papel das lideranças educacionais neste processo? O diretor da Brockton High School, Matthew Crowley, e o professor de políticas públicas de Harvard, Matt Andrews, apresentam algumas respostas para estas perguntas. O conteúdo na íntegra está disponível nos links abaixo.