A Preliminary Analysis of SACMEQ III South Africa
AbstractThe many and varied links between student socio-economic status and educational outcomes have been well documented in the South African economics of education literature. The strong legacy of apartheid and the consequent correlation between education and wealth have meant that, generally speaking, poorer students perform worse academically. The present study uses the recent Southern and East African Consortium for Monitoring Educational Quality (SACMEQ III) dataset for South Africa to identify those factors that have a significant effect on student maths and reading performance in Grade 6. The research confirms previous findings that socio-economic status, and particularly school socioeconomic status, is important when understanding student success or failure. Other factors which contribute significantly to student performance are homework frequency, preschool education, and the availability of reading textbooks. In contrast, teacher-subject knowledge was found to have only a modest impact on Grade 6 student performance. Policy interventions are also highlighted. The study concludes that South Africa is still a tale of two schools: one which is wealthy, functional and able to educate students, while the other is poor, dysfunctional, and unable to equip students with the necessary numeracy and literacy skills they should be acquiring in primary school. Nevertheless, it suggests that there are some options available to policy-makers which are expected to have a positive effect on student performance.
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Bibliographic InfoPaper provided by Stellenbosch University, Department of Economics in its series Working Papers with number 11/2011.
Date of creation: 2011
Date of revision:
SACMEQ; South Africa; primary education; education; education production function; education policy; economics of education;
Find related papers by JEL classification:
- I20 - Health, Education, and Welfare - - Education - - - General
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-AFR-2011-04-02 (Africa)
- NEP-ALL-2011-04-02 (All new papers)
- NEP-EDU-2011-04-02 (Education)
- NEP-HME-2011-04-02 (Heterodox Microeconomics)
- NEP-LAB-2011-04-02 (Labour Economics)
- NEP-URE-2011-04-02 (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.:
- Servaas van der Berg, 2006.
"How effective are poor schools? Poverty and educational outcomes in South Africa,"
06/2006, Stellenbosch University, Department of Economics.
- van der Berg, Servaas, 2008. "How effective are poor schools? Poverty and educational outcomes in South Africa," Center for European, Governance and Economic Development Research Discussion Papers 69, University of Goettingen, Department of Economics.
- Servaas van der Berg, 1999. "Social Policy to Address Poverty," Working Papers 99030, University of Cape Town, Development Policy Research Unit.
- 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.
- Servaas BERG & Onelle BURGER, 2003. "Education And Socio-Economic Differentials: A Study Of School Performance In The Western Cape," South African Journal of Economics, Economic Society of South Africa, vol. 71(3), pages 496-522, 09.
- Nicholas Spaull, 2012. "Poverty & Privilege: Primary School Inequality in South Africa," Working Papers 13/2012, Stellenbosch University, Department of Economics.
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