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So far mike has created 554 blog entries.

Assessment matters: What can we understand about the National Senior Certificate results during COVID-19 from university entrance exams?

In this research note, Emma Whitelaw and Nicola Branson from the University of Cape Town (UCT), examine the association between National Senior Certificate (NSC) performance and National Benchmark Test (NBT) scores among applicants to UCT. They find that during COVID-19 disrupted years, applicants’ admission point scores, derived from NSC grades, rose relative to NBT scores which remained similar since the onset of COVID-19.

By |2026-05-28T07:38:01+00:00May 25, 2024|Uncategorized|Comments Off on Assessment matters: What can we understand about the National Senior Certificate results during COVID-19 from university entrance exams?
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A brief look behind the flat 2015 to 2019 TIMSS Grade 5 trend for South Africa

In the quest to understand and address educational challenges, particularly ...

By |2026-05-28T07:38:01+00:00April 13, 2024|Uncategorized|Comments Off on A brief look behind the flat 2015 to 2019 TIMSS Grade 5 trend for South Africa
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Repetition and dropout in South Africa before, during and after COVID-19

In this research report, Gabrielle Wills and Jess Qvist collate existing and new evidence on grade repetition and school dropout in South Africa before, during and two years after the COVID-19 pandemic.

By |2026-05-28T07:38:02+00:00January 15, 2024|Uncategorized|Comments Off on Repetition and dropout in South Africa before, during and after COVID-19
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COVID-19 and inequality in reading outcomes in South Africa: PIRLS 2016 and 2021

In this Covid-Generation working paper, Bianca Böhmer and Gabrielle Wills contribute new evidence on pandemic effects on reading scores and inequalities in reading in South Africa through an in-depth analysis of data from the 2016 and 2021 Progress in International Reading Literacy Study (PIRLS) – a Grade 4 reading comprehension assessment.

By |2026-05-28T07:38:02+00:00December 23, 2023|Uncategorized|Comments Off on COVID-19 and inequality in reading outcomes in South Africa: PIRLS 2016 and 2021
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What rich new education data can tell us

This report leverages data mainly derived from the South African School Administration Management System (SA-SAMS), including a unique longitudinal version of the Data Driven Districts (DDD) data for three provinces as well as the Learner Unit Record Information Tracking System (Lurits) data and National Senior Certificate (matric) examination data to analyse the dynamics of the South African education system in the aftermath of the Covid-19 pandemic. It provides a detailed analysis of learner flows, assessment strategies, and teacher dynamics, offering valuable insights for policymakers and educational stakeholders and illustrating how such data can be used in education policy and planning.

By |2026-05-28T07:38:02+00:00December 22, 2023|Uncategorized|Comments Off on What rich new education data can tell us
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Early Grade Repetition in South Africa: Implications for Reading

As part of the Covid-Generation project, Gabrielle Wills examines early grade repetition patterns in South Africa and the effects of early grade repetition on the development of foundational reading skills.

By |2026-05-28T07:38:02+00:00November 15, 2023|Uncategorized|Comments Off on Early Grade Repetition in South Africa: Implications for Reading
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