EDUCATIONAL EFFICIENCY IN THE MUNICIPALITIES OF ESPÍRITO SANTO:
COMPARISON OF DEA MODELS WITH QUANTITATIVE AND QUALITATIVE INPUTS
Name: MICHELLE MOUTINHO VENÂNCIO
Publication date: 01/09/2025
Examining board:
Name |
Role |
|---|---|
| ADRIANO PROVEZANO GOMES | Coorientador |
| EDSON ZAMBON MONTE | Presidente |
| GUILHERME ARMANDO DE ALMEIDA PEREIRA | Examinador Interno |
| HILTON MANOEL DIAS RIBEIRO | Examinador Interno |
| JADER FERNANDES CIRINO | Examinador Externo |
Pages
Summary: The research aimed to investigate the technical efficiency of the municipalities in the state of Espírito Santo in the provision of primary and secondary education, based on two distinct input models: the Quantitative Model, focused on expenditures, number of administrative staff, and number of teachers; and the Qualitative Model, centered on the number of teachers holding a PhD, Master’s degree, Specialization, and those engaged in Continuing Education programs, all measured in relation to the number of
enrolled students. The output variable, common to both models, was the average score on the SAEB (Brazilian Basic Education Assessment System). The methodology employed combined Data Envelopment Analysis (DEA-BCC) under input orientation
with variable returns to scale, complemented by the Malmquist Productivity Index, - convergence tests, Wilcoxon’s W test, and mean comparison tests. The analysis covered the years 2011, 2015, and 2019, allowing for the assessment of the evolution
of educational efficiency over time, particularly following the implementation of the State Education Plan (PEE/ES). The results indicate that, although the Quantitative Model exhibited greater homogeneity and scores concentrated near the efficiency
frontier throughout the period, the Qualitative Model showed significantly greater dispersion among municipalities and persistent territorial heterogeneities. Additionally, the Malmquist Index pointed to an initial phase of productivity decline (2011–2015),
followed by notable gains in the subsequent four-year period (2015–2019). Kendall's coefficients revealed positive and statistically significant correlations among municipal rankings; however, the observed mobility suggests differing trajectories among municipalities. The convergence tests indicated signs of absolute convergence, although the high dispersion of the data suggests that unaccounted contextual factors may have influenced the results. In summary, the integration between quantitative
investment and teacher qualification is essential for sustaining improvements in the technical efficiency of municipal education systems. However, the persistence of inequalities underscores the need to strengthen territorial, managerial, and teacher
training policies.
