In 2012, Rio’s MSE defined an “ideal model” of education supply, which consists of dividing the education supply in three cycles, with the addition of the 6<sup>th</sup> grade to the early-grades of fundamental education.<sup>8</sup> The 2012 school system restructuring added 83 non-certified Single-Shift schools, 2 Carioca Elementary Schools, 8 Carioca Middle Schools and 1 Experimental Olympic Middle School to the program. The single-shift program was then considerably expanded and in 2015 there were 172 Single-Shift schools in total, of which 14 were Carioca Elementary Schools, 25 Carioca Middle Schools, 3 Experimental Olympic Middle Schools, and 130 in different models.

**<u>Table 1: Expansion of the Single-Shift Program in Rio de Janeiro: 2011 -2015</u>**

|**Year**|<br>|<br>|<br>|<br> <br>**Numb**|<br> <br>**ECE +**<br>**er of Single-Shi**|<br>**ft Schools**|<br> <br>|<br>**Ginásio**|<br>**Ginásio**|<br>|
|---|---|---|---|---|---|---|---|---|---|---|
||**EI +**<br>**Elementary**|**Elementary**<br>**(except PC)**|**Middle**<br>**(except GC)**|**Elementary +**<br>**Middle**|<br>**Elementary**<br>**+ Middle**|**EDI**|**Primário**<br>**Carioca (PC)**|**Carioca**<br>**(GEC/GC)**|**Olímpico**<br>**(GEO)**|<br>**Total Single-**<br>**Shift**|
|2011|2|0|6|2|2|0|0|10|0|22|
|2012|77|8|6|2|2|0|2|18|1|116|
|2013|96|15|6|4|2|2|4|25|3|157|
|2014|100|18|8|6|2|0|9|25|3|171|
|2015|94|20|11|4|1|0|14|25|3|172|

Data source: Rio Municipal Secretariat of Education.

The selection of schools to participate in the program did not follow a specific and strict criterion. However, the participation of schools in the Carioca Elementary School and Middle School programs in 2011 was based on three main aspects: (1) schools located in areas with low human development indicators (HDI); (2) high dropout rates; and (3) school management willing to join the program. From the second year of the program (2012, when 94 schools became Single-Shift Schools) on, the selection was aligned with the progression of the Reorganization of Municipal Schools program. Rio’s secretariat of education is divided into 11 regional areas and in each area there is an office (Regional Education Coordination, in Portuguese, _Coordenadoria Regional de Educação_ – CRE) that provides a closer support to schools. To define the required provision of the Single-Shift program, Rio MSE organized a more complete geographic database of the city, and the city was then divided in 232 micro-areas possessing approximately the same school demand – aiming to optimize the physical and human resources of MSE.<sup>9</sup> Once these micro-areas were delimited, the regional coordination offices helped to define the future configuration of each existing school: if the school were to be an ECE center, an elementary school, or a middle school. Then several criteria were used to prioritize 30% of the micro-areas to implement the Single-Shift model. Particularly, areas were ranked according to: their classroom deficits (considering the expected demand); their “social infrastructure” (presence or not of “Family Clinics”,<sup>10</sup> social assistance reference centers, and mass public transportation); the possibility of 80% of the Single-Shift schools being implemented in properties owned by the municipal governments; and the average household income being less than R$ 900. The choice of an average household income below R$ 900 serves the purpose of benefiting the poorest areas, since it is believed that the program has a greater impact on this population group.

> 8 The addition of the 6th grade to the early-FE intended to concentrate the teaching of Math, Portuguese, Sciences, History and Geography lessons in a single 6<sup>th</sup> grade teacher.

> 9 Although the borders of the micro-areas are similar to most of the regional coordination borders, they do not perfectly match.

> 10 _Clínicas da Família_ , in Portuguese.

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