Project description
The Roots and Shoots study is a longitudinal research project following a cohort of children in the Western Cape from the start of Grade R through the Foundation Phase. By tracking the same learners over time, the study examines how early childhood development, socio-emotional skills, school readiness, and school contexts shape later learning outcomes in literacy and mathematics. The project aims to generate rigorous longitudinal evidence on the origins of educational inequality in South Africa, with a particular focus on how early advantages and disadvantages are sustained or widened during the early years of schooling.
Key themes:
- Early childhood development and school readiness
- Socio-emotional skills and learning
- Educational inequality
- Longitudinal learning trajectories
- School environments and system functioning
Funders and Partners
The study is funded by the Mr Price Foundation and Optima, and is implemented in collaboration with and support from partners including the Western Cape Education Department (WCED) Funda Wande and the Binding Constraints Lab.
Project outputs
Working papers & reports
Hofmeyr, H. and Qvist, J. From school entry to Grade 3: Longitudinal evidence on children’s learning from the Western Cape, South Africa. Research on Socio-Economic Policy (RESEP), Stellenbosch University, Stellenbosch. 2026.
Hofmeyr, H. and Qvist, J. Roots and Shoots Wave 3 Report. Research on Socio-Economic Policy (RESEP), Stellenbosch University, Stellenbosch. 2025.
Hofmeyr, H. and Ardington, C. Roots and Shoots Wave 2 Report. Research on Socio-Economic Policy (RESEP), Stellenbosch University, Stellenbosch. 2023.
Hofmeyr, H., Ardington, C. and Spaull, N. Roots and Shoots Baseline Report. Research on Socio-Economic Policy (RESEP), Stellenbosch University, Stellenbosch. 2022.
Hofmeyr, H. School-entry socio-emotional skills and early grade literacy and mathematics achievement: Evidence from South Africa. Partnership for Economic Policy (PEP) Working Paper. 2025.
Research notes and policy briefs
Buenk, C., Becker, J. & Dawes, A. ELOM 4&5 and ELOM-R predict performance on the Early Grade Reading and Mathematics Assessments in Grade 2. DataDrive Insights Lab Insights Brief. 2025.
Hofmeyr, H. Do preschool socio-emotional skills predict literacy and mathematics skills in the early grades? Partnership for Economic Policy (PEP) Policy Brief No 293. 2025.
Hofmeyr, H. 2022. “ELOM in the Western Cape: Investigating the Early Roots of Reading Failure” in Early Grade Reading in South Africa, Spaull, N. & Pretorius, E. (eds.) Cape Town. Oxford University Press.
Media coverage
To view media coverage related to the Roots and Shoots project, click here.
