Schooling as a Lottery: Racial Differences in School Advancement in Urban South Africa.
Schooling as a Lottery: Racial Differences in School Advancement in Urban South Africa.
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学校教育就像彩票：南非城市学校进步的种族差异。
DOI：
10.1016/j.jdeveco.2010.05.005
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发表时间：
2011
影响因子：
5
通讯作者：
Leibbrandt,Murray
中科院分区：
文献类型：
--
作者：
Lam,David;Ardington,Cally;Leibbrandt,Murray
本文分析了南非在中学阶段的巨大种族差异。使用最近收集的纵向数据，我们发现，年级进步与基线识字和算术测试的分数密切相关。在等级8-11这些分数对年级进展的影响是强得多的白色和有色人种的学生比非洲学生，而没有种族差异的影响分数通过国家标准化的12年级入学考试。我们开发了一个随机模型的年级重复，产生与这些结果相一致的预测。该模型预测，在学习和测量性能之间的联系更大的随机组件将产生更高的入学率，更高的失败率，和能力和年级进展之间的联系较弱。结果表明，非洲学校的年级进步与实际能力和学习联系不大。研究结果表明，在分析高失败率的学校系统时，考虑留级的随机成分是非常重要的。
This paper analyzes the large racial differences in progress through secondary school in South Africa. Using recently collected longitudinal data we find that grade advancement is strongly associated with scores on a baseline literacy and numeracy test. In grades 8–11 the effect of these scores on grade progression is much stronger for white and coloured students than for African students, while there is no racial difference in the impact of the scores on passing the nationally standardized grade 12 matriculation exam. We develop a stochastic model of grade repetition that generates predictions consistent with these results. The model predicts that a larger stochastic component in the link between learning and measured performance will generate higher enrollment, higher failure rates, and a weaker link between ability and grade progression. The results suggest that grade progression in African schools is poorly linked to actual ability and learning. The results point to the importance of considering the stochastic component of grade repetition in analyzing school systems with high failure rates.