Determinants of Grade 12 Pass Rates in the Post-Apartheid South African Schooling System
AbstractThis paper utilises an educational production function approach on post-apartheid data that include both schooling and community-level information, in order to empirically estimate the key determinants of Grade 12 pass rates in 2000. Quantile regression techniques are applied, allowing for more nuanced information. The key results are, firstly, that the pupil--teacher ratio is insignificant in explaining pass rates for schools below the 95th percentile of the school performance distribution. Secondly, the impact of resources on performance is not strong and, where there is a significant effect, it is highly dependent on the resource in question and the metric utilised for the dependent variable. Thirdly, knowledge infrastructure may be important to understand the absolute and relative performance of schools. Fourthly, proxy variables for teacher and parent characteristics are strongly significant, and the former should probably be a priority focus for any policy programme aimed at improving Grade 12 performance levels in South Africa. Copyright 2009 The author 2008. Published by Oxford University Press on behalf of the Centre for the Study of African Economies. All rights reserved. For permissions, please email: firstname.lastname@example.org, Oxford University Press.
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Bibliographic InfoArticle provided by Centre for the Study of African Economies (CSAE) in its journal Journal of African Economies.
Volume (Year): 18 (2009)
Issue (Month): 4 (August)
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- David Lam & Cally Ardington & Nicola Branson & Murray Leibbrandt, 2013. "Credit Constraints and the Racial Gap in Post-Secondary Education in South Africa," NBER Working Papers 19607, National Bureau of Economic Research, Inc.
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