Napoleão é um bom instrumento?

Eis um artigo interessante para quem deseja entender o básico de variáveis instrumentais. O autor usa a pressão napoleônica como instrumento para o desempenho dos alunos. Como assim? Vejamos a explicação, em primeiro lugar.

The theory of Ramirez and Boli (1987) can best be described by a quote from their paper: “Our view is that European states became engaged in authorizing, funding, and managing mass schooling as a part of the endeavour to construct a unified national policy.” […] “External challenges […] were important stimuli to state action in education […]” (Ramirez and Boli, 1987, p. 3). Napoleon can be seen as one of the most pronounced external challenges of this era. Ramirez and Boli (1987) illustrate their theory by describing this process in seven European regions: Prussia, Denmark, Austria, Sweden, Italy, France, and England. Sweden, France, and England experienced a general call from within for mandatory, universal and free education later than other countries. [p.4]

Dito isto, o autor estima:


Para o desempenho, usa-se o teste PISA e, para o tracking:

Two aspects of tracking in education systems are used: the number of tracks available to 15- year-old pupils and the age of first selection. These measures are obtained from OECD (2007, table 5.2) and adjusted for the German states using Woessmann (2007) and Kultusminister Konferenz (2013) and for French and Flemish Belgium using Eurydice (2013).

A discussão que se segue sobre as limitações e a robustez do modelo valem a leitura. Divirta-se.