School Resources and Academic Performance in Sub-Saharan Africa

Autor/inn/en	Lee, Valerie E.; Zuze, Tia Linda
Titel	School Resources and Academic Performance in Sub-Saharan Africa
Quelle	In: Comparative Education Review, 55 (2011) 3, S.369-397 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/660157
Schlagwörter	School Size; Grade Repetition; Academic Achievement; Educational Quality; Foreign Countries; Grade 6; Educational Resources; Correlation; Elementary School Students; Educational Legislation; Reading Achievement; Mathematics Achievement; Educational Policy; Instructional Materials; Human Resources; Teacher Effectiveness; Teacher Attendance; Measurement; Cultural Context; Botswana; Malawi; Namibia; Uganda + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Schulleistung; Quality of education; Bildungsqualität; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Bildungsmittel; Korrelation; Bildungsrecht; Schulgesetz; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Politics of education; Bildungspolitik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Humankapital; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messverfahren
Abstract	We investigate links between students' achievement and several resource inputs in African primary schools, using data from the 2000 Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ-II). We focused on four sub-Saharan countries that had in place legislation mandating free and universal primary schooling: Botswana, Malawi, Namibia, and Uganda. Using multilevel modeling (hierarchical linear models), we found strong links between material and human resources and grade 6 students' achievement in reading and mathematics. Structural features such as school shifts and school size were negatively associated with achievement, although effects varied across countries. We discuss policy implications of our findings within each country's educational context. (Contains 14 footnotes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10