above 90% since 2010 (Figure 4). Despite this protagonist, the share of private institutions in distance learning reduced among _licenciatura_ in specific subjects, with exception to Portuguese, in which private institutions showed a small increase. On the other hand, federal institutions increased their share in distance learning in other specific subjects’ programs. In particular, their participation in the total number of graduates in math rose from 12.6% to 36.8% in the period, while private institutions reduced their share. Among the graduates in Portuguese, the share of federal institutions went from none to 16% in the period.

To shed light on the potential effects of these recent changes on the quality of future teachers, Tables 2 and 3 present the mean performance of graduates in ENADE<sup>8</sup> exam and a measure of value-added<sup>9</sup> from public and private _licenciatura_ programs in year 2014. In general, ENADE’s results show that top performance students are enrolled in face-to-face federal university and private non-for-profit institutions programs and the bottom performance are in state and private for-profit institutions. Also, federal universities graduates performed better in both training modalities and graduates from private for-profit institution programs showed the lowest results. Finally, besides the better performance of _licenciatura_ graduates in face-to-face programs as a whole, when restricting to distance learning modality this difference almost disappears for graduates in math and pedagogy. In particular, in private institutions, the performance of the distance learning programs was superior to face-to-face programs.

Table 2 – Performance in ENADE by type of higher education institution (2014)

||Peda<br>Face-to-<br>face|gogy<br>Distance|Ma<br><sup>Face-to-</sup><br>face|th<br>Distance|Portu<br><sup>Face-to-</sup><br>face|guese<br>Distance|Oth<br><sup>Face-to-</sup><br>face|er*<br>Distance|T<br><sup>Face-to-</sup><br>face|otal<br>Distance|
|---|---|---|---|---|---|---|---|---|---|---|
|Private|2.42|2.00|1.96|2.07|2.20|1.90|2.29|1.88|2.30|1.94|
|_Profit_|_2.29_|_1.77_|_1.70_|_NA_|_1.92_|_1.77_|_2.09_|_1.68_|_2.13_|_1.75_|
|_Nonprofit_|_2.53_|_NA_|_2.11_|_NA_|_2.36_|_NA_|_2.36_|_1.97_|_2.41_|_2.11_|
|Federal|3.02|NA|2.58|2.36|2.91|NA|2.72|2.25|2.76|2.39|
|State|2.59|NA|1.97|NA|2.08|NA|2.24|NA|2.23|1.92|
|**Total**|**2.50**|**2.48**|**2.20**|**2.17**|**2.32**|**1.79**|**2.44**|**1.96**|**2.41**|**2.08**|

<mark>*</mark> _<mark>Licenciaturas</mark>_ <mark>in physics, chemistry, biology, history and geography. NA: Not available (less than five observations).</mark> _<mark>Note.</mark>_ <mark>Performance in ENADE: The indicator is a result of the weighted average of the standardized scores of the graduates in the General Training test (common for all areas evaluated, weighing 25% of the grade) and in the Specific Knowledge test (75% of the grade).</mark> _<mark>Source.</mark>_ <mark>ENADE/IDD microdata, INEP/MEC.</mark> Table 3 – Value-added by type of higher education institution (2014)

||Peda<br>Face-to-<br>face|gogy<br>Distance|M<br><sup>Face-to-</sup><br>face|ath<br>Distance|Portu<br><sup>Face-to-</sup><br>face|guese<br>Distance|Oth<br><sup>Face-to-</sup><br>face|er*<br>Distance|T<br><sup>Face-to-</sup><br>face|otal<br>Distance|
|---|---|---|---|---|---|---|---|---|---|---|
|Private|2.53|2.35|2.18|2.24|2.68|2.38|2.55|2.37|2.53|2.36|
|_Profit_|_2.50_|_2.23_|_1.94_|_NA_|_2.61_|_2.08_|_2.53_|_2.49_|_2.48_|_2.21_|
|_Nonprofit_|_2.55_|_NA_|_2.32_|_NA_|_2.72_|_NA_|_2.55_|_2.32_|_2.56_|_2.48_|
|Federal|2.34|NA|2.58|2.40|2.59|NA|2.46|2.27|2.49|2.35|
|State|2.30|NA|2.27|NA|2.52|NA|2.44|NA|2.41|2.28|
|**Total**|**2.47**|**2.36**|**2.36**|**2.31**|**2.62**|**2.39**|**2.49**|**2.34**|**2.50**|**2.35**|

<mark>*</mark> _<mark>Licenciaturas</mark>_ <mark>in physics, chemistry, biology, history and geography. NA: Not available (less than five observations).</mark> _<mark>Note.</mark>_ <mark>Value Added: Difference Between Observed and Expected Performances Indicator (Indicador da Diferença entre os Desempenhos Observado e Esperado [IDD]).</mark> _<mark>Source.</mark>_ <mark>ENADE/IDD microdata, INEP/MEC.</mark> In aggregate, private institutions tend to add as much value as federal institutions, and non-for-profit institutions are more capable of adding more value in either training modalities. This advantage is even higher for face-to-face _licenciatura_ programs in pedagogy and Portuguese. On the other hand, public institutions perform better in math programs, but nonprofit private institutions add more value that state institutions. Finally, distance learning tends to add more value only for _licenciatura_ in math for private

> 8 The National Student Performance Test (ENADE) evaluates the skills and competences acquired by the graduates of all the undergraduate courses in Brazil. The first application of ENADE occurred in 2004 and each area of knowledge is evaluated triennially. The most recent edition that evaluated the _licenciatura_ programs occurred in 2014.

> 9 Indicator of Difference Between Observed and Expected Performances (IDD), a value-added indicator calculated by INEP/MEC used to control the performance in the ENADE by pre-university learning level of the incoming students shows the details on the calculation formula are available in INEP technical note No 33/2017/CGCQES/DAES.

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