The GERES project: a longitudinal study of the 2005 school generation in Brazil

Abstract

As a region, Latin America is not closely associated with the “effective school’ research tradition. Although there are examples of production-function research on the relationship between school factors and pupil learning that go back to the 1970s, such as the studies sponsored by the Joint Program on Latin American Economic Integration (ECIEL) in Chile, Mexico and Bolivia (Schiefelbein and Clavel, 1977; Munoz-Izquierdo and Rodriguez, 1976; Comboni, 1979), research to measure the differential impact of schools on achievement has not been a constant of educational research in the region. However, a recent review by F. Javier Murillo (2003) indicates that the effective school paradigm is becoming progressively more widespread with new research being undertaken in Chile, Bolivia, Venezuela, Colombia, Argentina and Mexico