Spatial distribution and dissemination of education in Brazilian municipalities
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Spatial distribution and dissemination of education in Brazilian municipalities Laura Desirée Vernier Fujita1 · Izete Pengo Bagolin1 · Adelar Fochezatto1 Received: 15 May 2019 / Accepted: 3 September 2020 © Springer-Verlag GmbH Germany, part of Springer Nature 2020
Abstract This article aims to investigate the spatial effect of the quality of human capital and to identify if there is educational spillover from higher education in the proficiencies of elementary students. Although the role of geographical aspects has been studied in several academic areas, in the literature on the economics of education such studies are incipient and the few existing contributions use the stock of education as the object of analysis. The present study differs by using proficiency as a proxy for quality and also by examining the spillover effect of the presence and quality of university courses in the area of education. The results indicate a strong spatial dependence, suggesting the spatial dimension influences school performance. On the other hand, higher education institutions influence school performance in the municipality of origin, but not that of neighboring municipalities. JEL Classification I21 · I23 · R19
1 Introduction An effective educational system is among the main objectives of any government in pursuit of development and economic growth. Efforts to improve the education system are justified by the various benefits education provides in both the individual and social fields. Among the benefits for individuals are greater opportunity within the labor market and the capacity to generate future income (Murnane et al. 1995; Murphy and Peltzman 2004; Menezes-Filho 2001). In turn, society benefits from the country’s economic growth and development, more specifically from the decreased * Laura Desirée Vernier Fujita [email protected] Izete Pengo Bagolin [email protected] Adelar Fochezatto [email protected] 1
Economics at PUCRS, Porto Alegre, Brazil
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likelihood of unemployment, reduced crime, improved health levels and increased productivity (Hanushek and Kimko 2000; Barros and Mendonça 1997; Bishop 1989). Although efforts by the Brazilian government have resulted in educational advances in terms of years of schooling, children’s access to schools and a slight increase in student achievement (Soares et al. 2016), Brazilian students still score below the OECD average and the goals set in the National Education Plan (OECD 2019; Soares and Alves 2013). Hence, studies using Brazilian data have sought to identify the main determinants of educational achievement, focusing mainly on school performance (Alves and Franco 2008; Alves and Soares 2013; De Andrade and Soares 2008; Brooke and Soares 2008; Franco et al. 2007; Reynolds and Teddlie 2008) and socioeconomic background (Alves and Soares 2009, 2013; Lee 2008). Studies have also analyzed the effects of per-student public expenditure on education (Amaral and MenezesFilho 2008; Carreira and Pinto 2007; Diniz 201
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