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The impact of vocational schools on student’s performance is controversial in the world literature. Thus, this paper contributes to such debate by evaluating the performance of Vocational Education State School (VESS) students on secondary education exams in a case study for the state of Ceará (Brazil). This is done through matching techniques applied to a unique longitudinal database. Among the results, it is highlighted that the mean effect of the VESS treatment is positive and significant in all knowledge areas of the exams, especially in Writing, for which the effect of VESSs on student performance exceeded that of students from regular schools by 40%.
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Arraes et al. (2020) studied this question.
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