Family background and student achievement
AbstractPast research from Third World countries shows that school related factors have stronger effects on student achievement than do family background factors. However this paper finds that prior work suffered from conceptual and methodological flaws, and it suggests that once these shortcomings are addressed, the influence of pupil background may be greater in developing countries than was earlier indicated. The first section of the paper reviews the literature on family effects on student achievement in developing countries. The second and third sections are studies on Thailand and Malawi, and the final section discusses the findings in relation to educational policy. In sum, these findings indicate that researchers should be more careful in their modeling of family and school characteristics in the developing world. Failure to recognize the family's early and apparently lasting influence is a failure to accommodate education programs to indigenous realities.
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Bibliographic InfoPaper provided by The World Bank in its series Policy Research Working Paper Series with number 27.
Date of creation: 31 Jul 1988
Date of revision:
Teaching and Learning; Educational Sciences; Health Monitoring&Evaluation; Gender and Education; Education and Society;
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- Wolfe, Barbara L. & Behrman, Jere R., 1984. "Who is schooled in developing countries? The roles of income, parental schooling, sex, residence and family size," Economics of Education Review, Elsevier, vol. 3(3), pages 231-245, June.
- Jamison, Dean T & Lockheed, Marlaine E, 1987. "Participation in Schooling: Determinants and Learning Outcomes in Nepal," Economic Development and Cultural Change, University of Chicago Press, vol. 35(2), pages 279-306, January.
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