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Poverty, Race, and Children's Progress at School in South Africa

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  • Ian M. Timæus
  • Sandile Simelane
  • Thabo Letsoalo

Abstract

This article investigates inequalities in school attainment in South Africa using community-based data collected in 2008 by the National Income Dynamics Study. Schools-based research has concluded that poor children, who are mostly African, remain disadvantaged by the continuing low performance of former African schools. In contrast, this analysis finds that most educational disadvantages of African children, including their low matriculation rates, are accounted for by household poverty and their mothers' own limited education. Thus, earlier studies may not have adjusted fully for pupils' backgrounds or the performance of former African schools may have improved since 2000.

Suggested Citation

  • Ian M. Timæus & Sandile Simelane & Thabo Letsoalo, 2013. "Poverty, Race, and Children's Progress at School in South Africa," Journal of Development Studies, Taylor & Francis Journals, vol. 49(2), pages 270-284, February.
    • Handle: RePEc:taf:jdevst:v:49:y:2013:i:2:p:270-284
    DOI: 10.1080/00220388.2012.693168
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    Cited by:

    1. Daniela Casale, 2016. "Analysing the links between child health and education outcomes: Evidence from NIDS Waves 1 – 4," SALDRU Working Papers 179, Southern Africa Labour and Development Research Unit, University of Cape Town.
    2. Jenyliza T. Ucang & Auxencia A. Limjap, 2021. "Understanding the emergent attributes of 21st-century mathematics teachers in Bukidnon," Technium Social Sciences Journal, Technium Science, vol. 22(1), pages 269-281, August.
    3. repec:thr:techub:10022:y:2021:i:1:p:269-281 is not listed on IDEAS
    4. Posel, Dorrit & Grapsa, Erofili, 2017. "Time to learn? Time allocations among children in South Africa," International Journal of Educational Development, Elsevier, vol. 56(C), pages 1-10.
    5. Nicholas Spaull, 2016. "Disentangling the language effect in South African schools: Measuring the impact of ‘language of assessment’ in grade 3 literacy and numeracy," Working Papers 19/2016, Stellenbosch University, Department of Economics.
    6. Jessica Standish-White & Arden Finn, 2015. "Unconditional cash transfers and children's educational outcomes: Evidence from the old-age pension programme in South Africa ," SALDRU Working Papers 147, Southern Africa Labour and Development Research Unit, University of Cape Town.

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