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ERIC Number: ED106173
Record Type: RIE
Publication Date: 1975
Pages: 28
Abstractor: N/A
Reference Count: 0
The Determinants of School Achievement in Developing Countries: A Review of the Research.
Simmons, John; Alexander, Leigh
The goal of the review is to identify the factors which promote student cognitive achievement as measured by several studies conducted in developing countries. The major tool of analysis which measures the relationship between the school inputs, like teacher quality and school facilities, and cognitive achievement is the educational production function (EPF). The EPF expresses the maximum product of an input combination in the existing state of technical knowledge. Family background characteristics, school inputs, peer group characteristics, and initial endowments are variables for the EPF which have an important effect on academic achievement. These are influenced by policy controlled variables however, and by exposure-to-learning variables. It seems that the current technology of formal education improves student cognitive achievement in developing countries. Results of the ten studies reviewed by this paper are summarized, showing which studies find a given schooling input to have a statistically significant impact on achievement following the traditional expectations of educators and economists. This review concludes that the determinants of student achievement are basically the same in both developing and developed countries. Moreover, the greatest gains in cognitive achievement occur simply because the student is removed from his home environment into his school environment. (Author/ND)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: A paper prepared for the American Education Research Association Annual Meeting (Washington, D.C., April 1975); A summary for International Bank for Reconstruction and Development Working Paper (1974)