The Achievement of Indigenous Students in Guatemalan Primary Schools

Autor/inn/en	McEwan, Patrick J.; Trowbridge, Marisol
Titel	The Achievement of Indigenous Students in Guatemalan Primary Schools
Quelle	In: International Journal of Educational Development, 27 (2007) 1, S.61-76 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2006.05.004
Schlagwörter	Academic Achievement; Indigenous Populations; Foreign Countries; Educational Policy; Rural Schools; Socioeconomic Status; Family (Sociological Unit); Bilingual Education; Children; Elementary School Students; Educational Environment; Student Needs; Comparative Analysis; Guatemala + Suchen Sie Ihr Suchwort? Schulleistung; Sinti und Roma; Ausland; Politics of education; Bildungspolitik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Socio-economic status; Sozioökonomischer Status; Familie; Bilingual teaching; Bilingualer Unterricht; Child; Kind; Kinder; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This paper analyses the difference in academic achievement between indigenous and nonindigenous children that attend rural primary schools in Guatemala. The gap ranges between 0.8 and 1 standard deviation in Spanish, and approximately half that in Mathematics. A decomposition procedure suggests that a relatively small portion of the achievement gap is explained by differences in the socioeconomic status of indigenous and nonindigenous families. Other results are consistent with the notion that school attributes play an important role in explaining the achievement gap. The paper discusses several explanations--such as the lack of bilingual education--that are consistent with the empirical findings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10