1. III Brazil Infrastructure Investments Forum October 4, 2012 WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

2. Years of Schooling for Adults Source: Barro and Lee, Educational Attainment Dataset

3. Educational Attainment of Adults (1960) (2000)(2010) % % % No Schooling+Primary SecondaryTertiary Source: Barro and Lee, Educational Attainment Dataset

4. Source: OEDC Data Indicators, 2008 Annual expenditure per student, 2008 US$ (‘000’s)

5. Brazil and Latin America lag behind the rest of the world in education quality, even relative to GDP per capita

6. 50% of Brazilian 15-year-olds scored at the lowest level, meaning they are functionally illiterate in today’s information-age economy. OECD PISA, 2009

7. 70% of Brazil’s high school students are not minimally competent in math. Over half cannot give any scientific explanation for familiar phenomenon. OECD PISA, 2009 mathscience

8.  Only a small fraction of Brazilian students performed at the highest level in the PISA test for reading and for science and math.  0.4% of students in Brazil performed at the highest level in science. (Pisa 2009 Results, page 225) OECD PISA, 2009 readingmathscience

9. Test Scores and GDP Growth Source: Eric A. Hanushek and Ludger Woessman, Journal of Economic Literature, 2008 Countries with students that had high test scores in 1960 experienced greater GDP growth over the subsequent 40 years

10. Teachers make the difference High-performing teacher Low-performing teacher 90 th percentile 37 th percentile 100 th percentile 50 th percentile 0 percentile Two students with equal ability 8 years old11 years old If two students with equal ability are assigned to two teachers, students with better teachers can get 1 to 1.5 grade levels ahead per year. Source: Sanders & Rivers, Cumulative and Residual Effects on Future Student Academic Achievement, 1996. Study conducted in Tennessee, USA.

11. “Replacing a teacher whose value-added is in the bottom 5% with an average teacher would increase students’ lifetime income by more than US$250K for the average classroom in our sample.” Effects of Teacher Value-Added on College Attendance Effects of Teacher Value-Added on Earnings at Age 28 Teacher Impact on Students’ Lives Source: Chetty, Ray. et all. “The Long Term Impacts of Teachers: Teacher Value-Added and Studennt Outcomes in Adulthood.” National Bureau of Economic Research, 2011.

12. What does Worldfund provide specifically in Brazil? Science and Math Teacher Training PROGRAM DESCRIPTION STEM Brasil gives teachers hands-on training in new techniques to enliven the science and math curriculum. These techniques focus on project-based learning -- the use of rigorous classroom projects to facilitate learning of concepts and theory. The training has five subject areas:  Biology  Chemistry  Math  Physics  21st Century Skills (managing information, problem-solving, communicating and networking). WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

13. Worldfund STEM Brasil: Science – Technology – Engineering – Math THE GOAL The goal of STEM Brasil is to prepare and support top-quality science and math teachers in Brazil. Our mission is to dramatically improve science and math teaching standards so that disadvantaged students can go to college and pursue the economically-critical science and engineering fields. WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org

14. The strength of STEM Brasil lies in the long term investment in human capital; intensive training sessions are augmented by classroom site visits by STEM Brasil trainers over a period of three years. Additional support is provided through a participatory on-line platform that facilitates peer- to-peer communication and sharing of best practices. IMPACT STEM Brasil has trained 170 teachers who have already impacted 36,000 students in the launch city of Recife, Pernambuco. In 2012, the program will reach at least 440 teachers in Recife, and 160 teachers in the state of São Paulo, impacting 100,000 students WORLDFUND ▪ 915 Broadway, Suite 1108 New York, NY 10010 ▪ Ph. 212 228 5353 ▪ www.worldfund.org What has STEM Brasil accomplished to date?

15. Percentage of Jobs Needing a College Degree Source: Georgetown University Center on Education and the Workforce, June 2010 28%37% 42% 45% *PROJECTED