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The aim of this study is to develop a valid and reliable instrument to measure the performance of schools in relation to corporate social responsibility based on teachers' perceptions. To this end, content and construct validity and reliability studies were conducted with the participation of 521 teachers from four different study groups. As part of the related studies, a comprehensive literature review on the phenomenon was conducted and the theoretical structure was revealed through open-ended questions to the first study group of thirty teachers. An item pool was then created in accordance with the existing scope and the type of scale was determined. Eight experts were consulted for the item pool and the item pool was finalised and a draft scale form consisting of thirty-one items was produced. The draft scale, with the addition of the administration instructions, was administered to the second study group, a group of forty teachers, and thus the pre-application was realised. The scale that emerged after the pre-test was applied to a total of 451 teachers from two different study groups for exploratory and confirmatory factor analyses, and validity and reliability analyses were conducted on the data obtained from the study groups. These analyses showed that the total variance explained by the nine-item, one-factor structure that emerged from EFA was 81.8%, and the construct validity of the scale was supported by confirming the emerging structure with CFA. Reliability analyses revealed that Cronbach's [alpha] and McDonald's [omega] values were 0.975 and 0.976 respectively, and these values, which were quite high, proved that the scale was a reliable scale. As a result, a valid and reliable scale capable of measuring teachers' perceptions of the CSR performance of the schools where they work has been introduced to the literature.

A-F school letter grade systems, currently used in 13 states across the United States (U.S.), are one popular version of the systems required by federal policy to help states define, rate, and label school quality every year. In this study, we explored the extent to which such grades assigned to schools, as based on objective measures including students' achievement test scores, may reflect school demographics and other, non-achievement-based school indicators. We found that letter grades do indeed reflect school demographics in a non-random way, thwarting the validity of the inferences to be drawn from states' A-F grade system output, which is critically more important when consequential decisions (e.g., school funding decisions, of pertinence in the state of focus in this study -- Arizona) are attached to A-F grade output. More specifically, we found that school demographic composition (e.g., race, free-and-reduced lunch [FRL] eligibility, and English language learner [ELL] status) are strongly associated with school letter grades and the combination of these factors correctly predicts the letter grades received by schools with a 75% accuracy.

Many states report school performance grades as a way to inform the public about school quality. However, past research has shown that when these grades drew largely on proficiency-based measures, they served to capture variation in school and community demographics rather than school quality. We extend this literature by examining whether a multidimensional measure of school quality such as those required under the Every Student Succeeds Act is less confounded by out-of-school factors than the proficiency measures that characterized previous generations of accountability. Drawing on school accountability grades from Florida combined with school and community demographic data, we find that more than half the variation in multidimensional measures of school quality can be explained by observable school- and county-level factors outside the school's locus of control. Together, our findings show that even school grades that draw on multiple measures misattribute the contribution of demographics and socioeconomics to school quality--but subcomponents based on learning gains perform better than those based on proficiency. We conclude with policy implications and recommend that states focus public reporting on school quality measures driven less by out-of-school factors and more by the school's true contribution to student outcomes.

In this research, it is aimed to make a compilation based on studies in the literature on the reflection of professional loneliness levels of Educational Managers, especially school principals, on their individual and organizational performances, and to raise awareness by drawing attention to the problems experienced. Based on the literature, the variables affecting the professional loneliness levels of school principals are exemplified in the light of studies. Then, the factors affecting the performance of school principals were explained in two dimensions, especially individual and organizational, and attention was drawn to the relationship between professional loneliness levels and these factors. As a result, some suggestions have been made for researchers and practitioners based on these factors.

The purpose of this study was to: 1) study the components and indicators of being quality organization of Phrapariyattidhamma School, General Education Department, in the Northeast, and 2) evaluate the suitability of the components and indicators of being quality organization of Phrapariyattidhamma School, General Education Department, in the Northeast. The phases were divided into 2: 1) studying documents and related works on the components of being quality organization and synthesize received data of components of being quality organization with 7 experts, and 2) evaluating the suitability of components and indicators of being quality organization employing suitability test verified by the experts on question details. The data analysis was by computer program using Rating Scale, Average, and Standard Deviation. The findings of the study were found that the components and indicators of being quality organization Phrapariyattidhamma School, General Education Department, in the Northeast contained 5 components and 43 indicators: 1) 9 indicators of quality learners, 2) 8 indicators of professional teachers, 3) 9 indicators of high-performance school, 4) 5 indicators of strategic management, 5) 8 indicators of community cooperation and the results of the overall evaluation of the components and indicators were at a higher level.

This article explores external facilitation for school improvement; more specifically, it examines the practical work of external facilitators. It is based on a Swedish case in which facilitators at the Swedish National Agency for Education support low-performing schools. The article aims to develop knowledge about how external facilitators in their practical work both promote and prevent developed understanding and improvement capacity. Based on observations and documents, facilitators' endeavours and critical situations in their work to support school improvement are identified. The findings show five different endeavours to promote development of understanding and improvement capacity. However, they also show how taking ownership, simplification, and model focus, three of five identified recurring critical situations, prevent such development. The conclusion is that there are several aspects for external facilitators to balance to promote school improvement and turn around low-performing schools. When planning for external facilitation, it is important to consider how the facilitators' practical work can be adapted to the local contexts of those who are facilitated in order to promote their ownership of the processes. Without balance and adaptation, external facilitation can lead to deprofessionalisation instead of development of improvement capacity.

This study evaluates a subjective performance-evaluation regime in place in the English public school system since the early 1990s. Under this regime, independent inspectors visit schools, assess schools' performance, and disclose their findings on the Internet. Inspectors combine hard metrics, such as test scores, with softer ones, such as observations of classroom teaching, in order to arrive at an overall judgment of school quality. Schools that receive a fail rating may be subject to sanctions, such as more frequent and intensive inspections. The author provides evidence on the effectiveness of several aspects of the inspections system. First, he demonstrates that inspection ratings can aid in distinguishing between more- and less-effective schools, even after controlling for test scores and various other school characteristics. Second Hussain, exploiting a natural experiment, shows that a fail inspection rating leads to test-score gains for primary school students that remain evident even after the students move into secondary schools. No evidence is found that schools that receive a fail rating are able to inflate test-score performance by gaming the system, suggesting that oversight by inspectors may mitigate such strategic behavior.

Early reading achievement is essential for all children's development and future success. However, U.S. schools continue to under prepare Black children in early literacy, as evidenced by disparate outcomes observed for this population of learners. The under preparation of Black students is problematic, given the strong negative correlation between early reading proficiency and high school graduation. Preschool learning opportunities are a means to curb this trend, but these instructional opportunities vary in quality and effectiveness. Variations in quality may significantly impact Black girls. Little specific attention has been given to the early reading of Black girls.' Therefore, this article's purpose is to assess the effects of schools on the early reading achievement of Black girls. This study used multilevel modeling to gauge the effects of schools on Black girls' early reading achievement. Our estimates provide correlational inferences concerning the associations between school characteristics and the early reading achievement of Black girls. The reading achievement of a representative sample of Black girls (N = 886) and their corresponding schools was used to assess school effects. The schools' socioeconomic status (SES) and school locations were the primary school characteristics of interest. Results indicate that schools account for approximately 18% of the variation in Black girls' early reading achievement. Thus, schools play a meaningful role in the early reading achievement of Black girls. School-level SES was negatively correlated with Black girls' early reading achievement, but this effect was mediated by school location. In conclusion, schools' observed effects on early Black girl achievement were moderate and influenced by school location. Implications for supporting the early reading achievement of Black girls are provided for educational stakeholders.

School value-added models are widely applied to study, monitor, and hold schools to account for school differences in student learning. The traditional model is a mixed-effects linear regression of student current achievement on student prior achievement, background characteristics, and a school random intercept effect. The latter is referred to as the school value-added score and measures the mean student covariate-adjusted achievement in each school. In this article, we argue that further insights may be gained by additionally studying the variance in this quantity in each school. These include the ability to identify both individual schools and school types that exhibit unusually high or low variability in student achievement, even after accounting for differences in student intakes. We explore and illustrate how this can be done via fitting mixed-effects location scale versions of the traditional school value-added model. We discuss the implications of our work for research and school accountability systems.

In this study we explore the longitudinal impact of effective school factors on student achievement over a five-year period in an urban school district. By collecting teacher survey data from urban schools in a Midwest school district and analyzing the survey data alongside student achievement, we identified several factors associated with student achievement growth. Our findings reveal that Shared Vision and Goals is positively associated with student achievement growth in math and reading. Furthermore, Student Behavior Expectations and Behavior Management Practices are positively associated with growth in reading achievement. Our research contributes to the understanding of effective school factors from a longitudinal perspective, particularly in an urban school setting.

National and international assessments consistently report gender differences in mathematics, with boys scoring higher than girls. This study aims to explore whether the gender gap has been overcome in mathematical competence; as well as to check what similarities and differences there are according to the school effectiveness, educational stage, and the Diagnostic Assessment (DA) editions in the Autonomous Community of the Basque Country (ACBC). The study follows a descriptive design with a quantitative methodology, analysing census data on the mathematical competence of 4th grade primary and 2nd grade secondary students during the most recent editions of the DA. The results confirm that mathematics achievement is determined by both the gender gap and school effectiveness. Even so, some positive trends can be observed in the latest editions of the DA and, above all, in the secondary education stage to close the gender gap. The study highlights the need to develop mechanisms for measuring equality in schools in a systematic manner, and reviews some of the strategies and action plans currently being implemented to foster gender equality in the classroom.

This study investigates in-depth information about the factors influencing the digital transformation of an educational establishment to becoming a high-performance education organization through the dimensions of digital enterprise architecture, digital transformation, and high-performance education organization using structural equation modeling (SEM) as a tool to verify the model. A sample of 520 staff members, selected using a multi-stage random sampling method from 22 departments under the Office of the Basic Education Commission (Head Office), Ministry of Education, Thailand, answered an online questionnaire. The results revealed that the model was valid and fit with the empirical data. The results also showed that business architecture, data architecture, application architecture, technology architecture, security architecture, human capital architecture, and infrastructure architecture had a direct and indirect influence on the context of digital transformation and high-performance education organizations. There was technology architecture and human capital architecture that had an indirect influence on high-performance education organization; other than that, there was none. All hypotheses (H1-H10) were supported by statistical criteria. These results indicate that digital enterprise architectures are essential development tools influencing an organization toward becoming a high-performance education organization.

The goal of equitable access to education was at the forefront of the Morrill Acts' mission from the beginning, yet Extension programs in Indigenous communities are underfunded and unable to provide equitable support. Educators from 1862 Land Grant Institutions can collaborate with educators from 1994 Tribal Colleges and Universities to better serve them in culturally revitalizing and mutually beneficial ways. In order to support and encourage these collaborations, I investigated the Western Region of Extension to learn about the characteristics that make them successful, the barriers that they face, and recommendations for decolonizing the Land Grant System.

Creating an environment where teachers feel trusted and responsible is not just a suggestion but a necessity. In this essay, I underline the indispensable role of school leaders in balancing autonomy and accountability and acknowledge the fact that empowered teachers are the cornerstone of engaging and successful learning environments. I discuss the crucial role of teacher agency in fostering effective education and strongly advocate for the primacy of trust building, collaboration, tailored professional development, and teacher leadership within schools and districts. It is expected that restoring teacher agency will yield positive student outcomes like clear goal setting and expectations, supportive feedback and evaluation, and ongoing professional learning. Leadership initiatives that prioritize trust, collaboration, teacher autonomy, and tailored professional development contribute significantly to the restoration of teacher agency. This essay underscores the significance of restoring teacher agency in the interest of building resilient and adaptive schools to meet diverse student needs in the ever-changing educational environment. A commitment to valuing educator expertise, dedication, and leadership is a crucial step in shaping the future landscape of education.

The purpose of this research is to find out i) the quality of the accountability management system of superior schools, ii) elementary school digital transformation capabilities, and iii) the relationship between the quality of the accountability management system for superior schools and the digital transformation capabilities of elementary schools in Indonesia. The research approach used is quantitative. The research location is in public elementary schools in Malang City. The population of this research is all 195 public elementary schools. The research sample is 22 public elementary schools. The research subjects were school principals, class teachers, and subject teachers totaling 51 people. Data collection is done by using a questionnaire. Elementary schools with superior school accountability management systems have the ability to drive their digital transformation capabilities. Excellent school accountability management systems and school digital transformation capabilities guarantee equal access to education for all students. Implications for improving teaching and learning are also discussed in this paper. The variables studied can be used to determine the priority scale for planning, implementing and evaluating superior school accountability management systems in digital transformation, in increasing teacher competency.

This paper describes the iterative development, evaluation, and improvement of DAV 715: Human Factors in Aviation, an online doctoral course in the Ph.D. in Aviation program at Embry-Riddle Aeronautical University. From 2013 through 2017, data were collected from students enrolled in the course using a learning experience survey and an end-of-course evaluation survey. Participation was completely voluntary and responses were anonymous to encourage students to provide honest and accurate feedback on the course design, workload, and relevance. Data generated from the surveys informed each course update, guided by the 3-Phase Design (3PD) model.

Considering the educational services, the Brazilian Navy education aims to comply with continuous and progressive process of education, with own characteristics, which are constantly updated and improved based on some principles, such as guarantee of quality standard, continuous and progressive professionalisation, and integral and continuous evaluation. Therefore, this study aimed to assess the service quality of the training course at the Santa Catarina School of Sailor Apprentices, according to the students' perception. For this evaluation, the HEdPERF scale was used. Data collection was performed by using printed questionnaires and the sample consisted of 178 students enrolled in the sailor training course who voluntarily participated in the study. The instrument for data collection was validated by confirmatory component analysis by using the SmartPLS 3 software. Descriptive statistics and regression analysis were performed to assess the data with SPSS software. As a result, the study revealed that the respondents perceived the dimension "academic aspects" as having the highest quality, whereas the dimension "non-academic aspects" was perceived as having the lowest quality. Regression analysis showed that variables such as total monthly family income, education level and main motivation to enter the armed forces have a statistically significant relationship with certain items of the HEdPERF scale, which was adapted to the present study.

The incorporation of computer technology in higher education has experienced substantial expansion and evolution in recent years. This study aims to examine the possibilities and problems that emerge throughout the integration process. Through an analysis of the multifaceted components associated with integrating computer technology within higher education, this study attempts to elucidate the prospective advantages and challenges encountered by educational institutions, instructors, and learners. The study relies on an examination of pertinent academic literature, case studies, and empirical research. This study identifies and assesses various significant opportunities, such as accessibility to educational resources, personalized learning experiences, enhanced engagement and collaboration, and the acquisition of crucial digital skills that arise from the integration of computer technology. Furthermore, this study delves into the possible beneficial implications of computer technology on the efficacy of institutions, cost-efficiency, and administrative functions. Incorporating computer technology in higher education poses several challenges, such as the digital gap, concerns about privacy and data security, the necessity for faculty training and support, alterations in pedagogy, and the possible diversions that may arise due to technology that require careful consideration. The study suggests a thorough examination of the many opportunities and challenges that are involved with technological integration in higher education.

School management committees' (SMCs) roles are crucial in the smooth, unfettered administration, development and provision of quality basic education. However, the preponderance of research evidence available indicates that in sub-Saharan Africa SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). This study surveyed 298 SMC chairpersons and members in the South Tongu District (STD) of Ghana to investigate their knowledge and participation in SPIPs. The results showed that SMC members' limited knowledge of and low involvement in SPIP preparation and implementation were lower than the Ghana Education Service required, which hindered success and contribution to high quality teaching and learning in the schools. These results have implications for improving the quality of education for all by increasing their access to data, technical assistance, and financial resources at the basic school level. We recommend against this backdrop that the STD Education Directorate, in collaboration with the STD Assembly, conduct periodic training workshops, reward success, and provide clear guidelines and expectations to increase SMC members' knowledge and participation in successful SPIP preparation and implementation. Further research needs to focus on SMC members' capacity for sustained school improvement through education policy initiatives at the district and school levels.

The objective of this study is twofold: 1) To examine the current situations, desired conditions, and requirements for participation in quality assurance efforts of small schools under the Office of the Basic Education Commission; 2) To explore developmental guidelines for enhancing the quality assurance practices of these educational institutions. The research methodology involved: 1) surveying to assess the current situations, desired conditions, and essential requirements; and 2) investigating development guidelines embedded in the working processes of three schools with the best educational assurance practices. The sample groups included 385 persons who were school administrators and teachers. Research tools included a survey form, interview forms, and an assessment form, which was verified and approved by nine qualified individuals. Data analysis involved content validation and factor analysis. The statistics also indicated the correctness, appropriateness, feasibility, and utility of the information. The statistical techniques used in the research included basic statistics and the analysis of essential requirements. The findings of the study revealed the following: 1) The current situation of the participation in educational quality assurance efforts of the small schools was rated at a moderate level, with the highest level of the desired conditions. An area of the requirements that was rated with the highest score of development priority was active participation in quality assurance; 2) The developmental guidelines for quality assurance practices in educational institutions encompassed five domains with a total of 16 strategies. The experts' evaluation of these domains indicated a high level of accuracy, while appropriateness, feasibility, and utility were scored at the highest level.

The main issue that is discussed today in schools, in educational institutions, by researchers and education experts, is the quality in education. In addition to numerous discussions on issues of educational quality, in addition to defining quality standards and criteria and in addition to establishing criteria to measure quality, the role of the director in evaluation and performance is also discussed. The research aims to document the principal's communication with teachers, in order to increase the quality of teaching for a good school. It also highlights the different communication styles that primary school leaders currently use and the relationships that prevail with their staff. For this research, the quantitative and qualitative approach was used, while the chosen model is descriptive. The quantitative and qualitative data collected from this research describe the principals' communication styles with their staff. Participants were 7 school principals74 teachers who were selected via purposive method from the school the research was conducted with. The results have proven that communication makes the connection between individual behavior, organizational structure and leadership. Changes in communication can be the result of educational reform, they can also be a stimulus for changes in the school and model of cooperation. Effective communication is at the center of almost every aspect of school and teacher activity because it connects the school with all important factors such as teachers, parents, the surrounding community, etc. If efficiency, quality or innovation needs to be improved, high communication skills are needed for this.

Collective efficacy is the perception of a group of people to have the ability to achieve a common goal. As we explore self-efficacy and collective efficacy in schools, a question remains as to how school counselors, principals, and teachers can increase collective efficacy and foster a positive school climate to support all PK-12 students' needs. We sought to explore school counselor-principal-teacher collective efficacy and perceptions of school counselors' participation in leadership roles to guide comprehensive school counseling programs. Our results inform the acute need for pre-service and in-service training to better support each other and meet PK-12 students' needs.

The aim of the study is to identify variables that explain students' academic performance, determine their relative importance, and consequently, develop an index to distinguish advantaged and disadvantaged schools in pursuit of educational equality. By using this index, we intend to build a model for evaluating schools' overall performance based on their equality of opportunity. The research is structured within the quantitative research paradigm and the relational research design has been adopted. The research was carried out in 52 secondary schools and analysis were performed on data collected from 1143 students, 1600 teachers and 141 school administrators. While collecting the data, a monitoring exam was used to measure student achievement, which is the dependent variable. Data on independent variables were collected with student, teacher, and administrator surveys. Hierarchical linear modelling and ratio analysis were employed while analysing the data. It was found that student-level variables explain success more than school-level variables. Twenty different variables in total at the student and school level were found to be effective on student achievement. Based on these variables, a school advantages index was created. It has been observed that schools with a high school advantage index are also better off in terms of average school achievement. However, when evaluated together with the school advantages index, it was revealed that the effectiveness order of the schools changed. Our suggestion is that education systems need to have a more holistic approach to evaluate school performances. To provide both fair and radical equality of opportunity, each school should chart a course considering its own conditions regarding the education of disadvantaged students.

Effective school leadership calls for the sharing of leadership responsibility in the area of supervision of instruction and other related activities of an educational institution. Such leadership styles and practices ensure high curriculum coverage and tend to offer better learning opportunities for students. This study employed a concurrent mixed- method design to explore the influence of Colleges of Education (CoE) authorities' leadership styles and practices on school effectiveness of the two teacher education colleges in the Upper East Region of Ghana. The study comprised second-year and third-year students, tutors and leadership of the colleges. A sample size of three hundred and eight (308) was utilised. A simple random sampling technique was used to draw both second year students and tutors. A cluster sampling technique was also used to cluster the population of the third- year students and a simple random sampling technique was then subsequently used to draw the students who were out in the field for their internship. Intensity case sampling technique was used in sampling school leadership. Two instruments namely an in-depth interview guide and a questionnaire were used to elicit responses to address the research question. The interview guide gathered responses from college leadership and the questionnaire was administered to both students and staff. The study revealed that college authorities use human-centred approaches in the management and governance architecture of the colleges, delegate responsibility to subordinates and adopt participatory decision-making mechanisms that bring on board internal publics to the decision-making table. The study largely disconfirmed Douglas Mc Gregor theory X assumptions. The study recommends that college authorities should continue to engage students and staff in the governance and management of their respective colleges and also expand the frontiers of the existing collaborations among internal publics of the colleges. In light of the foregone, authorities should continue to utilise democratic, shared and transformational leadership styles.

"Deficit remediation" as an educational governance paradigm has given rise to many problems, whereas principal positive leadership under the "strengths development" paradigm has the potential to give new impetus to school development. Based on large-scale survey data within a provincial region, this study investigates how the school context and principal positive leadership impact student academic achievement using structural equation models. Research findings show that principal positive leadership as a structural latent variable has positive impacts on student academic performance and significantly mediates the effects of the school context on student academic results; and that the patterns of the impacts of principal positive leadership differ according to the variations of the school's autonomy in operation.

This study explores the influence of schools' general characteristics, and their information and communication technology (ICT) capabilities on students' computational thinking. The computational thinking achievements of 31,823 students who participated in a large-scale comparative study in 1412 schools and across nine countries/regions were analyzed using supervised machine learning. Five classification rules were triangulated to determine how 22 schools' general characteristics and their ICT capabilities predicted students' computational thinking achievements. Data analysis showed no predictive relationship between schools' ICT capabilities and computational thinking. However, some classification rules predicted higher computational thinking achievement for students from affluent schools. The discussion amplifies the need for proper incorporation of ICT in schools with recommendations for more research on the nuanced relationship between schools' characteristics and computational thinking development.

This study expands on our previous research focusing on provincial educational policies to support students' academic resilience during the pandemic, with the current focus being on the "recovery phase" of the pandemic (January 2022 to December 2023). Our analysis identified 46 provincial documents that addressed one or more of the three dimensions of academic resilience during this recovery period. Similar to our previous findings, a greater emphasis was placed on academic outcomes. There was an increased focus on mental health, while much less attention was paid to physical health and well-being. While we identified examples of provinces that dedicated resources and funding to support these dimensions, we argue the policies implemented during the recovery phase will require more conviction to address the negative long-term impacts of the pandemic, particularly for disadvantaged students, and that such efforts will likely need to continue beyond public schooling.

Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students' school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment (b = 0.326, 95% confidence interval [CI] [0.218, 0.434]), but also an indirect relationship through class collective efficacy (0.047, 95% CI [0.007, 0.087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (0.051, 95% CI [0.007, 0.096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = 0.351, 95% CI [0.126, 0.577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy--skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4-12-year-olds, N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research.

While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input-process-outcome-context-education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants' overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non-existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size.