Distance Education in Brazil: Expansion, Student Profiles, and Impacts on Higher Education
Distance Education; Higher Education Expansion; Educational Inclusion; ENEM; RAIS.
This study examines the expansion of Distance Education (DE) in Brazil and the distinct student profiles associated with this modality, drawing on a novel administrative dataset. The empirical framework integrates four major data sources: (i) the School Census, which annually tracks K–12 students; (ii) the ENEM exam, Brazil’s primary gateway to public universities and basis for scholarships and student loans; (iii) the Higher Education Census, available since 2007, covering enrollment details, funding schemes, and learning modalities; and (iv) the Annual Social Information Report (RAIS), which records all formal labor contracts in the country. By leveraging masked social security numbers (CPF), we can link students’ academic and employment trajectories over time. Our sample comprises successive cohorts of 9th-grade students from 2007 to 2013, each stratified by state, gender, school sector, and race—amounting to about 50,000 students per year. Additionally, Prova Brasil assessments offer baseline proficiency measures in Portuguese and Mathematics for most of the 2011 and 2013 cohorts, allowing us to account for prior academic achievement. Findings reveal that DE particularly attracts older students, women, and graduates from public schools or otherwise disadvantaged educational backgrounds, underscoring the modality’s inclusive potential to broaden higher education access.