DOES FAMILY BACKGROUND MATTER FOR LEARNING IN EAST AFRICA?
DOES FAMILY BACKGROUND MATTER FOR LEARNING IN EAST AFRICA?
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DOI：
10.1080/18146627.2015.1036540
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发表时间：
2015-01-01
影响因子：
0.4
通讯作者：
Schipper, Youdi
中科院分区：
文献类型：
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作者：
Jones, Sam;Schipper, Youdi
家庭背景特征的差异在多大程度上解释了儿童之间学习成果的差异，反映了教育机会的平等程度。这项研究使用了东非（肯尼亚，坦桑尼亚和乌干达）学龄儿童识字和算术结果的大规模数据，以调查家庭背景对学习差异的贡献。我们发现，来自贫困家庭的孩子和来自贫困家庭的孩子之间的学习差异平均相当于一年或更长时间的有效学习。即便如此，家庭背景并不能完全解释为什么学龄儿童在不同国家的学习中表现出巨大的差异。
The extent to which differences in family background characteristics explain differences in learning outcomes between children captures the extent of equality in educational opportunities. This study uses large-scale data on literacy and numeracy outcomes for children of school age across East Africa (Kenya, Tanzania and Uganda) to investigate the contribution of family background to learning differences. We find that learning differences between children from less-advantaged households and those from more-advantaged households equals around one year or more of effective learning on average. Even so, family background does not fully explain why children of school starting age display large differences in learning between countries.