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This study is aimed at developing and validating an index designed to measure the level of social disclosure of external social programs of firms listed on the Brazilian stock market.

The index of social disclosure is composed of 13 items distributed in three dimensions: past information, prospective actions, and accessibility. Its validation involved: (a) pre-test, (b) analysis by referees, (c) exploratory factor analysis, (d) Cronbach’s alpha test, and (e) final validation. The sample is composed of 83 Brazilian firms listed on the Brazilian Stock Exchange from 2005 to 2009.

The index presented robustness in all validation stages. It was found that size, industry sector, internationalization, auditing, and listing on social responsible investment funds are decisive factors for increasing the level of social disclosure.

The index of social disclosure evaluates external social programs only. Hence, some types of social information are not captured, such environmental ones. Besides, the sources of information for the index are restricted to annual and sustainability reports, so that information from other sources, such as official announcements and company websites, are not captured.

The social disclosure index developed can be useful to analysts and investors assessing listed firms, as well as to financial-market regulators defining policies applicable to the disclosure of corporate social information.

(a) Construction of a social disclosure index validated and tested in Brazilian firms, which is liable to replication; (b) Utilization of a representative sample of firms listed on an important emerging stock market.

In this chapter, the authors provide a historical overview of the development of comparative and international education societies throughout the earth. In most cases, these societies have gradually grown and continue to thrive; in other cases, some comparative education societies have become dormant and a few no longer exist. A historical analysis that outlines the rise and fall of comparative education societies is provided. An overview of the World Council of Comparative Education Societies is also discussed, including its lead organizational role in serving as a historical hub to help comparative education societies preserve and disseminate their respective histories. The chapter concludes with suggestions on how anyone can get involved to help contribute to the history preservation of comparative education at the individual, national, regional, and global levels.