The effects of primary school quality on school dropout among Kenyan girls and boys
The effects of primary school quality on school dropout among Kenyan girls and boys
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DOI：
10.1086/447600
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发表时间：
2000-05-01
影响因子：
1.8
通讯作者：
Clark, WH
中科院分区：
文献类型：
--
作者：
Lloyd, CB;Mensch, BS;Clark, WH
很少有关于学校质量的研究考察了学校教育中最有利于鼓励初次入学和留校的方面。相反，他们把重点放在与认知能力发展更直接相关的学校教育方面。考虑到发展和人口文献对受教育年限的重视，这一点令人惊讶。例如，完成小学教育不仅与巨大的经济回报有关，而且与许多社会回报有关，其中包括妇女的生育率降低、婴儿和儿童死亡率降低、儿童健康和教育得到改善、家庭内两性不平等现象减少以及结婚年龄推迟。1看来，在一个国家经济和教育发展的早期阶段，学校效能可能更多地取决于那些鼓励出勤率和保留率的因素，而不是那些与发展认知能力有更直接联系的因素。这是因为，如果没有初步入学和基础阶段的稳定入学，儿童将没有足够的机会接受学校教育，甚至无法实现大多数国家基础教育计划中规定的最低认知目标。在教育发展的后期阶段，当几乎所有儿童都完成基本教育时，提高每一年级标准化考试成绩的因素成为学校成效的核心要素。因此，在入学率尚未普及或小学阶段复读率和辍学率很高的发展中国家，一种仅限于影响在校学生考试成绩的衡量学校质量的方法将会遗漏一个重要的部分。
Few studies of school quality have examined those aspects of schooling that are most conducive to encouraging initial enrollment and retention. They have focused instead on those aspects of schooling more directly associated with the development of cognitive competencies. This is surprising given the importance accorded to the topic of years of schooling attained in the development and population literatures. For example, the completion of primary school has been associated not only with large economic returns but also with many social returns, including, in the case of women, lower fertility, lower infant and child mortality, better child health and education, reductions in gender inequality within the family, and later ages of marriage. 1 It would appear that in an early phase of a country’s economic and educational development, school effectiveness is likely to depend more heavily on those factors that encourage attendance and retention than on those factors more directly linked to the development of cognitive competencies. This is because children would not have sufficient exposure to schooling to achieve even the minimal cognitive goals set out in most national education plans for basic schooling without initial enrollment and steady attendance at a basic level. At later phases of educational development, when almost all children complete basic schooling, factors enhancing standardized test scores per grade attended become central elements of school effectiveness. Thus, in developing countries where enrollment is not yet universal or where repetition rates and dropout rates are substantial during the primary years, an approach to measuring school quality that is limited to factors affecting the test scores of students who remain in school will be missing an important part of the story.