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.
How does South Africa’s Covid-19 response compare globally? A preliminary analysis using the new OxCGRT dataset A 19 May 2020 update of aspects of…
Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes.
This paper estimates correspondence curves between mathematics and mathematical literacy scores for South African Matric Students from 2010 to 2018.
The reduction of class size is frequently argued to be a relatively simple, cost-effective way to improve learner outcomes in a wide array of contexts. However, methodological concerns regarding the appropriate use of observational data and endogeneity have led to a lack of consensus on this relationship in the literature.
This paper will aim to answer three questions: (1) Are girls absent from school during their periods? (2) If so, how large is the effect of menstruation on absenteeism? (3) Do the effects differ by socio-economic status (SES)?
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.
This paper analyses the SA-SAMS school administration data that the Michael and Susan Dell Foundation in partnership with the Department of Basic Education collects quarterly from schools in order to assess its usefulness for better understanding the school system.