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Factors affecting learning of Mexican primary school children

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  • Joan B. Anderson

    (University of San Diego)

Abstract

This paper isolates factors affecting Mexican primary school children's grade repetition rates and their educational outcomes, as measured by reading and math scores on a standardized test. We estimate an econometric production function for primary school education where the endogenous variables are language achievement, math achievement and grade repetition for individual children. The empirical results indicate that gender, socioeconomic status, parental education levels and past repetition of a grade are significant and common determinants of the endogenous variables. This study also shows that more teaching hours and increased student-teacher interaction, coupled with improved facilities and libraries, improve children's math and language achievement scores. Policy implications flowing from these results are outlined.

Suggested Citation

  • Joan B. Anderson, 2000. "Factors affecting learning of Mexican primary school children," Estudios Económicos, El Colegio de México, Centro de Estudios Económicos, vol. 15(1), pages 117-152.
    • Handle: RePEc:emx:esteco:v:15:y:2000:i:1:p:117-152
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    File URL: https://estudioseconomicos.colmex.mx/index.php/economicos/article/view/217/219
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    References listed on IDEAS

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    1. Patrinos, Harry Anthony & Psacharopoulos, George, 1992. "Socioeconomic and ethnic determinants of grade repetition in Bolivia and Guatemala," Policy Research Working Paper Series 1028, The World Bank.
    2. Wolff, L. & Schiefelbein, E. & Valenzuela, J., 1994. "Improving the Quality of Primary Education in Latin America and the Caribbean," World Bank - Discussion Papers 257, World Bank.
    3. Dewey, James & Husted, Thomas A. & Kenny, Lawrence W., 1999. "The ineffectiveness of school inputs: a product of misspecification?," Economics of Education Review, Elsevier, vol. 19(1), pages 27-45, February.
    4. World Bank, 1990. "World Development Report 1990," World Bank Publications - Books, The World Bank Group, number 5973, April.
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    Cited by:

    1. Faisal Buyinza & Jakob Kapeller, 2018. "Household Electrification and Education Outcomes: Panel Evidence from Uganda," ICAE Working Papers 85, Johannes Kepler University, Institute for Comprehensive Analysis of the Economy.
    2. Josphine Logedi & Mary Jebii Chemagosi & Sellah Lusweti, 2021. "Effect of teacher’s characteristics on child friendly school initiative in public pre-schools in Mombasa County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(2), pages 427-433, February.
    3. Paula Armstrong, 2014. "The impact of teacher characteristics on student performance: An analysis using hierarchical linear modelling," Working Papers 25/2014, Stellenbosch University, Department of Economics.
    4. World Bank, 2005. "Mexico : Determinants of Learning Policy Note," World Bank Publications - Reports 8284, The World Bank Group.

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