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Studies often associate endogamy with lower academic performance. Alternatively, external exposure seems to be correlated with higher research quality. Consequently, when measuring the effects of endogamy, authors should account for academic inertia as well as the different types of mobility. In this study, a large longitudinal database on the Brazilian higher education system is used to measure the effects of endogamy and mobility on scientific production. This paper examines whether types of scholars–such as those who never leave their doctoral institution or those that have some experience elsewhere, especially abroad, show differential results. Furthermore, it measures the changes in scholars' productivity when controlling for the distinct types of academic mobility throughout their careers. Results suggest that information about how mobile an academic is before and during its career is relevant when estimating the effects of endogamy on academic productivity and international academic experiences are correlated with higher likelihood of publishing. • A large longitudinal database on the Brazilian higher education system is used to measure the effects of endogamy and mobility on scientific production. The paper measures the changes in scholars' productivity when controlling for the distinct types of academic mobility throughout their careers. • Results suggest that information about how mobile an academic is before and during its career is relevant when estimating the effects of endogamy on academic productivity and international academic experiences are correlated with higher likelihood of publishing at more prestigious journals. [ABSTRACT FROM AUTHOR]

• Changes in the PISA eligibility is correlated with an artificial improvement in the Brazil national average performance. • With a correction to the distribution of students per grade in PISA, there is a more modest increase in Math. • The observed change in the PISA eligibility does not seems to be driven by distinct results across school type. • Controlling the sample to show the same distribution in each state, results in a reordering of states and worse math scores. PISA is one of the most widely used instruments to assess student performance in the world. This paper investigates how changes in testing dates and students' dates of birth (eligibility) between 2000 and 2018 have affected results in Brazil. Controlling for changes in students' grade distribution over time, we show that changes in grade composition are correlated with increases in average score. We estimate that about 60 % of improvements in math are unrelated to student improvement. Since changes in testing date and eligibility are unrelated to the school system, performance increases over time might not be a result of a country's educational policy. [ABSTRACT FROM AUTHOR]