Transcript Source: Barro and Lee, Educational Attainment Dataset

III Brazil Infrastructure Investments Forum
October 4, 2012
WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org
Years of Schooling for Adults
Source: Barro and Lee, Educational Attainment Dataset
Educational Attainment of Adults
%
(1960)
%
(2000)
No Schooling+Primary
Source: Barro and Lee, Educational Attainment Dataset
Secondary
(2010)
%
Tertiary
Annual expenditure per student, 2008
US$ (‘000’s)
Source: OEDC Data Indicators, 2008
Brazil and Latin America lag behind the rest of the world in
education quality, even relative to GDP per capita
50% of Brazilian 15-year-olds scored at the
lowest level, meaning they are functionally
illiterate in today’s information-age economy.
OECD PISA, 2009
70% of Brazil’s high school students are not
minimally competent in math. Over half cannot
give any scientific explanation for familiar
phenomenon.
math
science
OECD PISA, 2009


Only a small fraction of Brazilian students performed at the highest level in
the PISA test for reading and for science and math.
0.4% of students in Brazil performed at the highest level in science. (Pisa
2009 Results, page 225)
reading
math
OECD PISA, 2009
science
Test Scores and GDP Growth
Countries with students that had high test scores in 1960 experienced
greater GDP growth over the subsequent 40 years
Source: Eric A. Hanushek and Ludger Woessman, Journal of Economic Literature, 2008
Teachers make the difference
100th percentile
90th percentile
Two students
with equal
ability
High-performing
teacher
50th percentile
Low-performing
teacher
0 percentile
8 years old
If two students with
equal ability are
assigned to two
teachers,
students with
better teachers
can get 1 to 1.5
grade levels
ahead per year.
37th percentile
11 years old
Source: Sanders & Rivers, Cumulative and Residual Effects on Future Student Academic Achievement, 1996. Study
conducted in Tennessee, USA.
Teacher Impact on Students’ Lives
“Replacing a teacher whose value-added is in the bottom 5% with an average
teacher would increase students’ lifetime income by more than US$250K for the
average classroom in our sample.”
Effects of Teacher Value-Added
on College Attendance
Effects of Teacher Value-Added
on Earnings at Age 28
Source: Chetty, Ray. et all. “The Long Term Impacts of Teachers: Teacher Value-Added and Studennt Outcomes in Adulthood.”
National Bureau of Economic Research, 2011.
What does Worldfund
provide specifically
in Brazil?
Science and Math Teacher Training
PROGRAM DESCRIPTION
STEM Brasil gives teachers hands-on
training in new techniques to enliven the
science and math curriculum. These
techniques focus on project-based
learning -- the use of rigorous
classroom projects to facilitate learning
of concepts and theory.
The training has five subject areas:
Biology
Chemistry
Math
Physics
21st Century Skills (managing
information, problem-solving,
communicating and networking).
WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org
Worldfund STEM Brasil:
Science – Technology – Engineering – Math
THE GOAL
The goal of STEM Brasil is to prepare and support top-quality science and math teachers in Brazil.
Our mission is to dramatically improve science and math teaching standards so that disadvantaged
students can go to college and pursue the economically-critical science and engineering fields.
WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org
What has STEM Brasil accomplished to date?
IMPACT
STEM Brasil has trained 170 teachers who have
already impacted 36,000 students in the launch city
of Recife, Pernambuco. In 2012, the program will
reach at least 440 teachers in Recife, and 160
teachers in the state of São Paulo, impacting
100,000 students
The strength of STEM Brasil lies in the long term
investment in human capital; intensive training sessions are
augmented by classroom site visits by STEM Brasil trainers
over a period of three years. Additional support is provided
through a participatory on-line platform that facilitates peerto-peer communication and sharing of best practices.
WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org
Percentage of Jobs Needing a College Degree
28%
37%
45%
42%
*PROJECTED
Source: Georgetown University Center on Education and the Workforce, June 2010