This paper examines whether school characteristics moderate the association between grit and reading achievement in a sample of Grade 6 learners in high-poverty contexts.
A recent paper by Martin Gustafsson shows that there have been significant improvements in reading in South Africa in recent years.
Socio-economic status and educational outcomes are strongly linked across countries and education systems. However, a growing body of research documents the existence of students from disadvantaged socio-economic backgrounds who manage to achieve exceptional academic results.
Wills, G. and Hofmeyr, H., 2019. Academic resilience in challenging contexts: Evidence from township and rural primary schools in South Africa. International Journal of Educational Research, 98, pp.192-205.
Poverty is considered a risk factor that jeopardizes children’s academic performance. However, even in high-poverty contexts there are students who manage to achieve consistently good academic results.
Poverty is considered a risk factor that jeopardizes children’s academic performance. Yet even in high poverty contexts there are students who manage to achieve consistently…
Stellenbosch Working Paper Series No. WP01/2018 Publication date: January 2018 Abstract: Patterns of poverty and inequality in South Africa are largely sustained by differential educational…
This study uses a unique dataset to investigate university access, throughput, and dropout for the 2008 national matric cohort. The findings show that university access in South Africa is limited, even among learners who perform relatively well in matric.