EDUCATION IN LAYERS: THE WEIGHT OF SOCIO-EDUCATIONAL STRUCTURES ON EDUCATIONAL PERFORMANCE THROUGH THE LENS OF INSTITUTIONAL THEORY

Abstract

This study aims to identify the influence of socio-educational indicators (SDGs 1 to 9) and assessment policies on the educational performance of elementary school students in Brazil, considering variations at the state and municipal levels through the lens of Institutional Theory. The SDGs, the Socioeconomic Status Indicator (INSE), and the National Commitment to Literacy Seal were used as explanatory variables. A quantitative methodology was employed, applying multilevel regression analysis based on data from SAEB (2021) and IDSC-BR (2021), covering 5,401 municipalities across Brazil’s 26 states and the Federal District. At the municipal level, the results show that the fulfillment of the SDGs, especially SDG 4 (Quality Education), positively impacts school performance. At the state level, both the INSE and the Literacy Seal demonstrated positive effects. The findings reinforce that school performance is shaped by multiple institutional layers.