Constraints to school effectiveness: what prevents poor schools from delivering results?
AbstractThe poor state of quality education in South Africa is confirmed by the weak performance of South African students on international tests, even when compared to countries with comparatively poorer education systems. This paper aims to shed light on this issue through the use of the PIRLS 2006 dataset and education production function techniques. A unique feature of this dataset is that schools were able to choose the language in which the test was conducted. This provided a proxy for former school department, a feature that has not been captured in international survey datasets. A clear distinction between the historically black and the historically white, coloured and Indian school systems is needed in order to identify the different data generating processes at work. The regression model results reveal that family and student characteristics are undoubtedly important for performance within both school samples. At the level of the school, quite divergent school factors and classroom processes were found to have significant impacts on student performance across the two school systems. It is concluded that a lack of enabling conditions such as effective leadership, flexibility and autonomy, and a capable teaching force may contribute to certain school and classroom processes not playing a significant role in determining performance in the less affluent black school system.
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Bibliographic InfoPaper provided by Stellenbosch University, Department of Economics in its series Working Papers with number 05/2011.
Date of creation: 2011
Date of revision:
South Africa; Education; Education production function; Educational Achievement; Educational Inequality;
Find related papers by JEL classification:
- C20 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - General
- C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
- I20 - Health, Education, and Welfare - - Education - - - General
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I30 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - General
This paper has been announced in the following NEP Reports:
- NEP-AFR-2011-03-26 (Africa)
- NEP-ALL-2011-03-26 (All new papers)
- NEP-EDU-2011-03-26 (Education)
- NEP-LAB-2011-03-26 (Labour Economics)
- NEP-URE-2011-03-26 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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"How effective are poor schools? Poverty and educational outcomes in South Africa,"
06/2006, Stellenbosch University, Department of Economics.
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- Ronelle Burger & Servaas van der Berg, 2003.
"Education and Socio-Economic Differentials: A Study of School Performance in the Western Cape,"
03073, University of Cape Town, Development Policy Research Unit.
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- Servaas van der Berg & Megan Louw, 2007. "Lessons learnt from SACMEQII: South African student performance in regional context," Working Papers 16/2007, Stellenbosch University, Department of Economics.
- Servaas van der Berg, 2007. "Apartheid's Enduring Legacy: Inequalities in Education-super- 1," Journal of African Economies, Centre for the Study of African Economies (CSAE), vol. 16(5), pages 849-880, November.
- Nicholas Spaull, 2012. "Poverty & Privilege: Primary School Inequality in South Africa," Working Papers 13/2012, Stellenbosch University, Department of Economics.
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