Disciplina Discipline REC5034
Economia da Educação
Economics of Education

Área de Concentração: 96131

Concentration area: 96131

Criação: 23/11/2018

Creation: 23/11/2018

Ativação: 23/11/2018

Activation: 23/11/2018

Nr. de Créditos: 6

Credits: 6

Carga Horária:

Workload:

Docentes Responsáveis:

Professors:

Reynaldo Fernandes

Elaine Toldo Pazello

Luiz Guilherme Dacar da Silva Scorzafave

Objetivos:

O curso examina os principais tópicos em economia da educação. Além de uma análise sobre os retornos econômicos e não-econômicos da educação, a disciplina também trata da discussão sobre o que ensinar e como ensinar. A disciplina também discute os diferentes tipos de organização do sistema escolar e as particularidades de seu financiamento. A discussão sobre as características do mercado de professores finaliza o curso. O objetivo é estimular o aluno a pensar sobre os problemas da economia da educação e discutir políticas públicas direcionadas a melhorar a oferta de educação.

Objectives:

The course examines the main topics of economics of education. In addition to the analysis of economic and non-economic returns of education, the discipline also addresses the discussion of what to teach and how to teach. The discipline also discusses the possible types of school system organization and the particularities of its funding. The discussion on the characteristics of the teacher market completes the course. The goal is to stimulate the student to think about the problems of economics of education and to discuss public policies aimed at improving the supply of education.

Justificativa:

A educação é considerada um fator importante para gerar oportunidades a toda sociedade. No Brasil, a qualidade da educação ainda está longe dos padrões considerados adequados. A disciplina visa capacitar o aluno para produzir informações que possam subsidiar os desenhos de políticas públicas voltadas para a oferta de educação.

Rationale:

Education is considered an important factor to generate opportunities for all the society. In Brazil, the quality of education is still far from adequate standards. The discipline intends to enable the student to produce information that can subsidize the designs of public policies aimed at the supply of education.

Conteúdo:

1. A importância da educação 2. O valor social dos conhecimentos e habilidades desenvolvidos nas escolas 3. Insumos e processos associados à educação 4. Grau de centralização, incentivos e diversidade 5. Mercado de trabalho de professores

Content:

1. The importance of education 2. The social value of knowledge and skills developed in schools 3. Inputs and processes associated with education 4. Degree of centralization, incentives and diversity 5. Labor market for teachers

Forma de Avaliação:

Provas e trabalho final da disciplina.

Type of Assessment:

Exams and term paper

Bibliografia:

Acemoglu, D e Autor, D. Lectures in Labor Economics. Disponível para download em {http://economics.mit.edu/files/4689}. Angrist, J. D., Pathak, P. A. e Walters, C. R. Explaining Charter School Effectiveness. NBER Working Paper Series No. 17332. Cambridge, MA: National Bureau of Economic Research, 2011. Angrist, Joshua D., and Victor Lavy. Using Maimondides' rule to estimate the effect of class size on scholastic achievement. Quarterly Journal of Economics 114, no. 2 (May):533-575, 1999. Burtless, G. (Ed.) “Does Money Matter? The Effect of School Resources on Student Achievement and Adults Success”. Washington, DC: Brooking Institution Press, p 141-191, 1996. Card, D and Payne, A. “School Finance Reform, the distribution of school spending and the distribution of student test scores. Journal of Public Economics, 83(1), 2002. Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. "Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates." American Economic Review, 104(9): 2593-2632, 2014. Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood." American Economic Review, 104(9): 2633-79, 2014. Dong, Y. “Kept back to get ahead? Kindergarten retention and academic performance”. European Economic Review, 54(2), p. 219-236, 2010. Hanushek, Eric A.; Machin, S. J. e Woessmann, L.. Handbook of the Economics of Education, Volume 3 Amsterdam: North Holland, 2010. Hanushek, Eric A.; Machin, S. J. e Woessmann, L.. Handbook of the Economics of Education, Volume 4, Amsterdam: North Holland, 2011. Hanushek, Eric A.; Welch, Finis. Handbook of the Economics of Education, Volume 1, Amsterdam: North Holland, 2006. Hanushek, Eric A.; Welch, Finis. Handbook of the Economics of Education, Volume 2, Amsterdam: North Holland, 2006. Hanushek, Eric; Kain, Jonh; Rivkin, Steven; and Branch, Gregory F.. Charter School quality and parental decision making with school choice. NBER Working Paper 11252, 2005. Jacob, B. A. e Lefgren, L. “Remedial education and student achievement: a regression-discontinuity analysis”. The Review of Economics and Statistics, 86(1), p. 226-244, 2004. Jimerson, S. R. “Meta-analysis of grade retention research: implications for practice in the 21st century”. School Psychology Review, 30(3), p. 420-437, 2001. Krueger, A.. Economic Considerations and Class Size”. Economic Journal, 113, (February), F34–F63, 2003. Ribeiro, S. C. “A pedagogia da repetência”. Estudos Avançados, 5(12), p. 7-21, 1991.

Bibliography:

Acemoglu, D e Autor, D. Lectures in Labor Economics. Available for download at {http://economics.mit.edu/files/4689}. Angrist, J. D., Pathak, P. A. e Walters, C. R. Explaining Charter School Effectiveness. NBER Working Paper Series No. 17332. Cambridge, MA: National Bureau of Economic Research, 2011. Angrist, Joshua D., and Victor Lavy. Using Maimondides' rule to estimate the effect of class size on scholastic achievement. Quarterly Journal of Economics 114, no. 2 (May):533-575, 1999. Burtless, G. (Ed.) “Does Money Matter? The Effect of School Resources on Student Achievement and Adults Success”. Washington, DC: Brooking Institution Press, p 141-191, 1996. Card, D and Payne, A. “School Finance Reform, the distribution of school spending and the distribution of student test scores. Journal of Public Economics, 83(1), 2002. Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. "Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates." American Economic Review, 104(9): 2593-2632, 2014. Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood." American Economic Review, 104(9): 2633-79, 2014. Dong, Y. “Kept back to get ahead? Kindergarten retention and academic performance”. European Economic Review, 54(2), p. 219-236, 2010. Hanushek, Eric A.; Machin, S. J. e Woessmann, L.. Handbook of the Economics of Education, Volume 3 Amsterdam: North Holland, 2010. Hanushek, Eric A.; Machin, S. J. e Woessmann, L.. Handbook of the Economics of Education, Volume 4, Amsterdam: North Holland, 2011. Hanushek, Eric A.; Welch, Finis. Handbook of the Economics of Education, Volume 1, Amsterdam: North Holland, 2006. Hanushek, Eric A.; Welch, Finis. Handbook of the Economics of Education, Volume 2, Amsterdam: North Holland, 2006. Hanushek, Eric; Kain, Jonh; Rivkin, Steven; and Branch, Gregory F.. Charter School quality and parental decision making with school choice. NBER Working Paper 11252, 2005. Jacob, B. A. e Lefgren, L. “Remedial education and student achievement: a regression-discontinuity analysis”. The Review of Economics and Statistics, 86(1), p. 226-244, 2004. Jimerson, S. R. “Meta-analysis of grade retention research: implications for practice in the 21st century”. School Psychology Review, 30(3), p. 420-437, 2001. Krueger, A.. Economic Considerations and Class Size”. Economic Journal, 113, (February), F34–F63, 2003. Ribeiro, S. C. “A pedagogia da repetência”. Estudos Avançados, 5(12), p. 7-21, 1991.

Tipo de oferecimento da disciplina:

Presencial

Class type:

Presencial