Measuring student mindsets at scale in resource-constrained settings: A toolkit with an application to Brazil during the pandemic.

Mounting evidence that growth mindset-the belief that intelligence is not fixed and can be developed-improves educational outcomes has spurred additional interest in how to measure and promote it in other contexts. Most of this research, however, focuses on high-income countries, where the most common protocols for measuring and intervening on student mindsets rely on connected devices-often unavailable in low- and middle-income countries' schools. This paper develops a toolkit to measure student mindsets in resource-constrained settings, specifically in the context of Brazilian secondary public schools. Concretely, we convert the computer-based survey instruments into text messages (SMS). Collecting mindset survey data from 3570 students in São Paulo State as schools gradually reopened in early 2021, we validate our methodology by matching key patterns in our data to previous findings in the literature. We also train a machine learning model on our data and show that it can (1) accurately classify students' SMS responses, (2) accurately classify student mindsets even based on text written in other media, and (3) rate the fidelity of different interventions to the published growth mindset curricula.

The lasting impacts of remote learning in the absence of remedial policies: Evidence from Brazil.

The transition to remote learning in the context of COVID-19 led to dramatic setbacks in education. Is the return to in-person classes sufficient to eliminate these losses eventually? We study this question using data from the universe of secondary students in São Paulo State, Brazil. We estimate the causal medium-run impacts of the length of exposure to remote learning during the pandemic through a triple-differences strategy, which contrasts changes in educational outcomes across municipalities and grades that resumed in-person classes earlier (already by Q4/2020) or only in 2021. We find that relative learning losses from longer exposure to remote learning did not fade out over time-attesting that school reopening was at the same time key but not enough to mitigate accumulated learning losses in face of persistence. Using observational and experimental variation in local responses across 645 municipalities, we further document that remedial educational policies in the aftermath of the pandemic boosted learning recovery.

Association of COVID-19 Incidence and Mortality Rates With School Reopening in Brazil During the COVID-19 Pandemic.

Importance: School closures because of COVID-19 have left 1.6 billion students around the world without in-person classes for a prolonged period. To our knowledge, no study has documented whether reopening schools in low- and middle-income countries during the pandemic was associated with increased aggregate COVID-19 incidence and mortality with appropriate counterfactuals. Objective: To test whether reopening schools under appropriate protocols during the COVID-19 pandemic was associated with increased municipal-level COVID-19 cases and deaths in São Paulo State, Brazil. Design Setting and Participants: This observational study of municipalities in São Paulo State, Brazil, uses a difference-in-differences analysis to examine the association between municipal decisions to reopen schools during the COVID-19 pandemic and municipal-level COVID-19 case and death rates between October and December 2020. The study compared 129 municipalities that reopened schools in 2020 with 514 that did not and excluded data for 2 municipalities that reopened schools and closed then again. Main Outcomes and Measures: New COVID-19 cases and deaths per 10 000 inhabitants up to 12 weeks after school reopenings and municipal-level aggregate mobility for a subset of municipalities. Results: There were 8764 schools in the 129 municipalities that reopened schools compared with 9997 in the control group of 514 municipalities that did not reopen schools. The municipalities that reopened schools had a cumulative COVID-19 incidence of 20 cases per 1000 inhabitants and mortality of 0.5 deaths per 1000 inhabitants in September 2020 (the baseline period) compared with an incidence of 18 cases per 1000 inhabitants and mortality of 0.45 deaths per 1000 inhabitants during the baseline period in the comparison group. The findings indicated that there were no statistically significant differences between municipalities that authorized schools to reopen and those that did not for (1) weekly new cases (difference-in-differences, -0.03; 95% CI, -0.09 to 0.03) and (2) weekly new deaths (difference-in-differences, -0.003; 95% CI, -0.011 to 0.004) before and after October 2020. Reopening schools was not associated with higher disease activity, even in relatively vulnerable municipalities, nor aggregate mobility. Conclusions and Relevance: The findings from this study suggest that keeping schools open during the COVID-19 pandemic did not contribute to the aggregate disease activity.

The impacts of remote learning in secondary education during the pandemic in Brazil.

The transition to remote learning in the context of coronavirus disease 2019 (COVID-19) might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the first school quarter of 2020 but not thereafter, we estimate the effects of remote learning in secondary education using a differences-in-differences strategy that contrasts variation in students' outcomes across different school quarters, before and during the pandemic. We also estimate intention-to-treat effects of reopening schools in the pandemic through a triple-differences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over the last school quarter in 2020. We find that, under remote learning, dropout risk increased by 365% while test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group.

A merencoria luz do Estado / x

O artigo trata da relação sempre mutável do Estado com o chamado "campo da cultura". Focalizando inicialmente a necessidade do Estado pós-iluminista de intervir no campo de formação da cidadania, como demanda formulada ante sua missão pedagógica, o autor passa para o plano da história brasileira mostrando como, pelos seguidos textos constitucionais, foi o Estado ampliando a definição da esfera cultural de que se ocupava, do livro ao direito do autor, desse ao patrimônio histórico e, finalmente, ao "direito cultural".