Starting Behind and Staying Behind in South Africa: The case of insurmountable learning deficits in mathematics
Stellenbosch Working Paper Series No. WP27/2014Publication date: 2014
Author(s):
[protected email address] (Department of Economics, University of Stellenbosch)
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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Upcoming Seminars
Monday 28 July 202512:00-13:00
Dr Neil Rankin: Ceo Of Predictive Insights & Stellenbosch University
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Prof Willem Boshoff
Topic: "Two competing approaches in South African competition policy: merger control and anti-cartel enforcement over the past 30 years"
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Prof Derek Yu: University Of The Western Cape
Topic: "Examining the teaching, assessment and research activities of the South African Economics Departments"
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13 Jun 2025 Another global flashpoint ignites as Israel attacks Iran’s nuclear facilitiesThe story for the week was initially relatively positive, with the overarching narrative being that the US and China agreed on a trade truce. However, overnight, Israel struck Iran’s nuclear facilities, military sites and killed senior commanders in dozens of strikes. While Israel has attacked Iran before, this is the first time nuclear facilities were...
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