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Como é que se tomam as decisões na sua empresa?
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As decisões são tomadas baseadas em factos?
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A propósito de "Escolas com altas taxas de ‘chumbos’ ou abandono precoce têm prioridade na redução de alunos" para que serve a medida, qual o seu propósito?
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Melhorar o desempenho dos alunos ou arranjar mais emprego para professores?
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Estes trechos são interessantes:
"Virtually everywhere in the world, parents and policymakers take it for granted that smaller classes are better classes.
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When the governor of California announced sweeping plans to reduce the size of his state’s classes, his popularity doubled within three weeks.
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To this day, 77 percent of Americans think that it makes more sense to use taxpayer money to lower class sizes than to raise teachers’ salaries. Do you know how few things 77 percent of Americans agree on?
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In 2001, there were twenty-three fifth graders. The next year there were ten! Between 2001 and 2002, everything else in that school remained the same. It had the same teachers, the same principal, the same textbooks. It was in the same building in the same town. The local economy and the local population were virtually identical. The only thing that changed was the number of students in fifth grade. If the students in the year with a larger enrollment did better than the students in the year with a smaller one, then we can be pretty sure that it was because of the size of the class, right? This is what is called a “natural experiment.” Sometimes scientists set up formal experiments to try and test hypotheses. But on rare occasions the real world provides a natural way of testing the same theory—and natural experiments have many advantages over formal experiments. So what happens if you use the natural experiment of Connecticut—and compare the year-to-year results of every child who happens to have been in a small class with the results of those who happened to have come along in years with lots of kids? The economist Caroline Hoxby has done just that, looking at every elementary school in the state of Connecticut, and here’s what she found: Nothing! ...
This is just one study, of course. But the picture doesn’t get any clearer if you look at all the studies of class size—and there have been hundreds done over the years. Fifteen percent find statistically significant evidence that students do better in smaller classes. Roughly the same number find that students do worse in smaller classes. Twenty percent are like Hoxby’s and find no effect at all—and the balance find a little bit of evidence in either direction that isn’t strong enough to draw any real conclusions.
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After sorting through thousands of pages of data on student performance from eighteen separate countries, the economists concluded that there were only two places in the world—Greece and Iceland—where there were “nontrivial beneficial effects of reduced class sizes.” Greece and Iceland? The push to lower class sizes in the United States resulted in something like a quarter million new teachers being hired between 1996 and 2004. Over that same period, per-pupil spending in the United States soared 21 percent—with nearly all of those many tens of billions of new dollars spent on hiring those extra teachers. It’s safe to say that there isn’t a single profession in the world that has increased its numbers over the past two decades by as much or as quickly or at such expense as teaching has.
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What if the relationship between the number of children in a classroom and academic performance is not this:
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What if it’s this?
...Trechos retirados de "David & Goliath" de Malcolm Gladwell
a smaller classroom translates to a better outcome only if teachers change their teaching style when given a lower workload. And what the evidence suggests is that in this midrange, teachers don’t necessarily do that. They just work less. This is only human nature.
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The small class is, in other words, potentially as difficult for a teacher to manage as the very large class. In one case, the problem is the number of potential interactions to manage. In the other case, it is the intensity of the potential interactions. As another teacher memorably put it, when a class gets too small, the students start acting “like siblings in the backseat of a car. There is simply no way for the cantankerous kids to get away from one another.”"
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