The impacts of retention, expenditures, and class size on primary school completion in Sub-Saharan Africa: A cross-national analysis
DOI:
https://doi.org/10.22230/ijepl.2016v11n8a606Keywords:
primary school completion, retention, pupil-teacher ratios, educational expendituresAbstract
Education in Sub-Saharan Africa is increasingly viewed as a means of emancipation, acting as a transformative project for social mobility. Developing nations have subsequently pursued policies designed to increase access to education and improve upon student outcomes, such as universal or free primary education. In this study, direct and indirect precursors to primary school completion in Sub-Saharan Africa are considered using cross-national data collected by the UNESCO Institute for Statistics. Path analysis results show that imbalanced pupil-teacher ratios and high student retention rates are negatively associated with primary school completion. Additionally, the positive relationship between expenditure increase and completion rates is mediated by a negative contribution to pupil-teacher ratios. Results are compared with existing production function research on varied educational inputs and student success.Downloads
Published
2016-12-20
How to Cite
Ruff, R. R. (2016). The impacts of retention, expenditures, and class size on primary school completion in Sub-Saharan Africa: A cross-national analysis. International Journal of Education Policy and Leadership, 11(8). https://doi.org/10.22230/ijepl.2016v11n8a606
Issue
Section
Policy
License
Copyright (c) 2016 Ryan Richard Ruff
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.