Grade R may lead to further inequality, says ReSEP researchers

Posted by Johan Fourie on 2014-07-24

The Department of Performance Monitoring and Evaluation has released a major new study undertaken by ReSEP, a social policy research unit within the Department of Economics, on the effect the introduction of Grade R in most schools has had on learning outcomes in subsequent grades. It is widely accepted that early learning programmes are the most appropriate interventions to overcome the disadvantages faced by children from poor home backgrounds. But the Report found that "…the impact of Grade R in South Africa is small and there is virtually no measurable impact for the poorest three school quintiles, while there are some impacts for the higher quintile schools. Thus, instead of reducing inequalities, Grade R further extends the advantage of more affluent schools. Grade R impacts convert to only 12 days of normal learning gains in maths and 50 days in home language (for a school year of 200 days)". The full report is available here.

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BER Weekly

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