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Access to Schooling and Staying in School in Selected Sub-Saharan African Countries

Author

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  • Mathias Kuépié
  • David Shapiro
  • Michel Tenikue

Abstract

type="main" xml:lang="en"> This study jointly investigates factors driving the processes of accessing and staying in school in sub-Saharan Africa. We explicitly account for the fact that staying in school or its converse, dropping out, is observed only among children who ever attend school. We use data from Demographic and Health Surveys from 12 countries. We find that access to school is typically lower for females, rural youth, and those from poorer households. Conditional on having ever attended school, these factors, as well as age in grade – an indicator of performance in school – typically help account for staying in school. We also find that keeping girls at school is very sensitive to school performance: girls with comparatively weak performance in school are more likely than their male counterparts to drop out of school, while girls who do relatively well in school are more likely to remain in school than boys, other things being equal.

Suggested Citation

  • Mathias Kuépié & David Shapiro & Michel Tenikue, 2015. "Access to Schooling and Staying in School in Selected Sub-Saharan African Countries," African Development Review, African Development Bank, vol. 27(4), pages 403-414, December.
    • Handle: RePEc:bla:afrdev:v:27:y:2015:i:4:p:403-414
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    Cited by:

    1. Zuilkowski, Stephanie Simmons & Jukes, Matthew C.H. & Dubeck, Margaret M., 2016. "“I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya," International Journal of Educational Development, Elsevier, vol. 50(C), pages 100-107.
    2. Abdellatif Chatri & Otman Chahbi & Mustapha Snihji, 2021. "The multilevel analysis of students’ achievement: Evidence from Morocco," African Development Review, African Development Bank, vol. 33(1), pages 117-129, March.
    3. Paola Ballon & Jean†Yves Duclos, 2016. "A Comparative Analysis of Multidimensional Poverty in Sudan and South Sudan," African Development Review, African Development Bank, vol. 28(S2), pages 132-161, October.
    4. Perrier Carmelle Fouelefack & Luc Nembot Ndeffo & Windkouni Haoua Eugenie Maiga, 2020. "Infrastructures éducatives et achèvement des études en contexte camerounais de décentralisation," African Development Review, African Development Bank, vol. 32(3), pages 327-337, September.

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