ERIC Number: EJ1262323
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: N/A
Socio-Economic Status and the Impact of the 'Continuous Assessment and Progression System' in Primary Education in Myanmar
Yoshida, Natsuho
Education 3-13, v48 n6 p674-689 2020
This study investigated the effects of the Continuous Assessment and Progression System (CAPS) on grade repetition and dropout rates as a function of household socio-economic status (SES). Participants attended five schools in urban Myanmar and were classified into three SES groups. Results showed unequal CAPS effects: the middle SES group benefited most, with repetition and dropout rates approaching zero post-CAPS implementation. The high SES group was at ceiling pre- and post-CAPS, so was unaffected. Results were mixed for the low SES group; grade repetition was roughly halved, but high dropout rates persisted. Thus CAPS effects were mitigated in severe socio-economic circumstances.
Descriptors: Foreign Countries, Socioeconomic Status, Grade Repetition, Dropout Rate, Elementary School Students, Urban Schools, Educational Assessment, Student Promotion
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Burma
Grant or Contract Numbers: N/A