Academic Achievements in Sub-Saharan Africa: Contexts, Peers and Inequalities

Autor/in	Kadio, Kadio Eric
Titel	Academic Achievements in Sub-Saharan Africa: Contexts, Peers and Inequalities
Quelle	In: Education Economics, 31 (2023) 2, S.166-188 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kadio, Kadio Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2022.2052807
Schlagwörter	Academic Achievement; Institutional Characteristics; Foreign Countries; Disadvantaged; Social Differences; School Location; Educational Resources; Educational Quality; Reading Achievement; Mathematics Achievement; Language Tests; Peer Groups; Equal Education; International Assessment; Achievement Tests; Socioeconomic Status; Comparative Education; Gender Differences; Correlation; Africa + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Sozialer Unterschied; Schulgelände; Bildungsmittel; Quality of education; Bildungsqualität; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language test; Sprachtest; Gleichaltrigengruppe; Peer Group; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Socio-economic status; Sozioökonomischer Status; Vergleichende Erziehungswissenschaft; Geschlechterkonflikt; Korrelation; Afrika
Abstract	This paper provides empirical evidence on students' achievements determinants in Sub-Saharan Africa based on a sample of 26602 students from the ten countries that participated in the PASEC 2014 assessment. By using a two-level hierarchical linear model, I find that learning inequalities are primarily explained by differences in schools' characteristics. Furthermore, the estimation findings corroborate this result by showing the relevance of resources at the school level and how it affects students' performances depending on school type and location. Additionally, my results showed gender disparities and peer effects related to socioeconomic status, which disproportionately influence children from disadvantaged backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01