Beyond Heyneman & Loxley: The Relative Importance of Families and Schools for Learning Outcomes in Francophone Africa

Autor/inn/en	Allier-Gagneur, Z.C.; Gruijters, R. J.
Titel	Beyond Heyneman & Loxley: The Relative Importance of Families and Schools for Learning Outcomes in Francophone Africa
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 4, S.654-673 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allier-Gagneur, Z.C.) ORCID (Gruijters, R. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1951663
Schlagwörter	Foreign Countries; Developing Nations; Economically Disadvantaged; Educational Resources; Student Characteristics; Background; Family Environment; Environmental Influences; Equal Education; Grade 6; Academic Achievement; Mathematics Achievement; Africa; Benin; Burkina Faso; Burundi; Chad; Congo; Niger; Senegal; Togo + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Bildungsmittel; Hintergrundinformation; Familienmilieu; Environmental influence; Umwelteinfluss; School year 06; 6. Schuljahr; Schuljahr 06; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Afrika; Tschad; Kongo
Abstract	Data from sub-Saharan Africa show that many students leave school without the skills they need. To address this issue, it is important to understand what factors influence learning. According to the Heyneman and Loxley effect established in 1983, in low income countries school quality influences how much students learn more than those students' backgrounds. Recent research suggests that this influential conclusion no longer holds, without discounting the possibility that this trend could still be observed in very-low income countries. The present work investigates this possibility by using the PASEC dataset, which includes ten countries in West- and Central Africa. Improving on Heyneman and Loxley's methodology by using general dominance analysis, this article finds no support for the 'Heyneman-Loxley Effect'. Both school resource and student background account for around half of the explained variance in learning. This suggests that both family- and school-related factors are important sources of inequality of opportunity in low-income contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01