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Starting behind and staying behind in South Africa: The case of insurmountable learning deficits in mathematics.
- Source :
-
International Journal of Educational Development . Mar2015, Vol. 41, p13-24. 12p. - Publication Year :
- 2015
-
Abstract
- This study quantifies a year's worth of mathematics learning in South Africa (0.3 standard deviations) and uses this measure to develop empirically calibrated learning trajectories. Two main findings are (1) only the top 16% of South African Grade 3 children are performing at an appropriate Grade 3 level. (2) The learning gap between the poorest 60% of students and the wealthiest 20% of students is approximately three Grade-levels in Grade 3, growing to four Grade-levels by Grade 9. The paper concludes by arguing that the later in life we attempt to repair early learning deficits in mathematics, the costlier the remediation becomes. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 07380593
- Volume :
- 41
- Database :
- Academic Search Index
- Journal :
- International Journal of Educational Development
- Publication Type :
- Academic Journal
- Accession number :
- 108296503
- Full Text :
- https://doi.org/10.1016/j.ijedudev.2015.01.002