Starting Behind and Staying Behind in South Africa: The case of insurmountable learning deficits in mathematics

Stellenbosch Working Paper Series No. WP27/2014
 
Publication date: 2014
 
Author(s):
[protected email address] (Department of Economics, University of Stellenbosch)
[protected email address] (Department of Economics, University of Stellenbosch)
 
Abstract:

This study quantifies a year’s worth of mathematics learning in South Africa (0.3 standard deviations) and uses this measure to develop empirically-calibrated learning trajectories. Two main findings are, (1) only the top 16% of South African Grade 3 children are performing at an appropriate Grade 3 level. (2) The learning gap between the poorest 60% of students and the wealthiest 20% of students is approximately three Grade-levels in Grade 3, growing to four Grade-levels by Grade 9. The paper concludes by arguing that the later in life we attempt to repair early learning deficits in mathematics, the costlier the remediation becomes.

 
JEL Classification:

I20, I21, I28

Keywords:

Mathematics, Learning Trajectories, South Africa, Hierarchical Learning, SACMEQ, TIMSS

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Domestic financial markets were rattled last week after the release of much weaker-than-expected 2019Q1 GDP figures and mixed messages from the ANC on the mandate of the SA Reserve Bank (SARB). The rand exchange rate weakened significantly through the week. Incoming data for the second quarter, including vehicle sales and the Absa Purchasing Managers'...

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