Early Academic Performance, Grade Repetition, and School Attainment in Senegal

creativeworkseries.issn 1564-698X Glick, Peter Sahn, David E. 2012-03-30T07:12:38Z 2012-03-30T07:12:38Z 2010-02-15
dc.description.abstract Little is known in developing country environments about how a child's cognitive skills manifested in the first years of schooling are related to later educational success, because the panel data needed to analyze this question have been lacking. This study takes advantage of a unique data set from Senegal that combines test score data for children from the second grade with information on their subsequent school progression from a follow-up survey conducted seven years later. Measures of skills from early primary school, corrected for measurement error using multiple test observations per child, are strongly positively associated with later school progression. A plausible interpretation is that parents invest more in a child's education when the returns to doing so are higher. The results point to the need for remedial policies to target lagging students early on to reduce early dropout. Grade repetition policies target poorly performing students and are pervasive in Francophone Africa. Using variation across schools in test score thresholds for promotion to identify the effects of second-grade repetition, the analysis shows that repeating students are more likely to leave school before completing primary school than students with similar ability who are not held back, pointing to the need for alternative measures to improve the skills of lagging children. en
dc.identifier.citation World Bank Economic Review
dc.identifier.issn 1564-698X
dc.publisher World Bank
dc.relation.ispartofseries World Bank Economic Review
dc.rights CC BY-NC-ND 3.0 IGO
dc.rights.holder World Bank
dc.subject academic outcomes
dc.subject academic performance
dc.subject cognitive skills
dc.subject cohort of students
dc.subject early dropout
dc.subject education
dc.subject education outcomes
dc.subject education systems
dc.subject grade repetition
dc.subject knowledge
dc.subject middle school
dc.subject primary school
dc.subject school
dc.subject school age
dc.subject school policies
dc.subject schooling
dc.subject schools
dc.subject secondary school
dc.subject teacher
dc.subject values
dc.title Early Academic Performance, Grade Repetition, and School Attainment in Senegal en
dc.title.alternative A Panel Data Analysis en
dc.type Journal Article en
dc.type Article de journal fr
dc.type Artículo de revista es
dspace.entity.type Publication
dspace.entity.type Publication
okr.doctype Journal Article
okr.globalpractice Education 1
okr.language.supported en
okr.pagenumber 93
okr.pagenumber 120
okr.pdfurl wber_24_1_93.pdf en
okr.peerreview Academic Peer Review Senegal
okr.topic Education for All
okr.topic Tertiary Education
okr.topic Education :: Effective Schools and Teachers
okr.topic Education :: Primary Education
okr.topic Education :: Educational Sciences
okr.topic Secondary Education
okr.volume 24
relation.isJournalIssueOfPublication 73f77b8b-94cb-4a40-836a-6319580fe672
relation.isJournalOfPublication c41eae2f-cf94-449d-86b7-f062aebe893f
relation.isJournalVolumeOfPublication 2ef03834-bd8f-430e-b7da-21defac3bcc7
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