ERIC Number: ED242796
Record Type: RIE
Publication Date: 1984-Mar
Reference Count: 0
Quality Schooling in the Kalahari.
Botswana has nearly attained universal primary school attendance, but the additional quantitative intake has weakened the original qualitative base. Employing data collected by the National Commission on Education in Botswana, this study looked for ways to derive benchmark measures of the effects of school quality on learning. One method uses a "school dummy" technique wherein students are ranked according to their exposure to effective schools and a statistical test is employed to see whether this exposure differs significantly between students of modern sector wage earners and farmers. The paper goes on to address the question: When students background and exposure to school quality vary, do learning outcomes vary as well? Findings revealed unique school effects to be 2-3 times more potent than family characteristics for math and reading achievement, with formal teacher training and school library resources good predictors of school quality. When a statistical test was run to determine if test score differences between low socioeconomic status (SES) students attending low and high quality schools were greater than test scores differences between high SES students educated in low and high quality schools, no socioeconomic group was subject to increasing variation in achievement. (Author/BW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Botswana; International Evaluation Education Achievement
Note: The data used in this paper were collected under the auspices of the National Commission on Education in Botswana. Paper presented at the Annual Meeting of the Comparative International Education Society (Houston, TX, March 1984).