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

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creativeworkseries.issn1564-698X
dc.contributor.authorGlick, Peter
dc.contributor.authorSahn, David E.
dc.date.accessioned2012-03-30T07:12:38Z
dc.date.available2012-03-30T07:12:38Z
dc.date.issued2010-02-15
dc.description.abstractLittle 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.citationWorld Bank Economic Review
dc.identifier.doi10.1596/4516
dc.identifier.issn1564-698X
dc.identifier.urihttps://hdl.handle.net/10986/4516
dc.publisherWorld Bank
dc.relation.ispartofseriesWorld Bank Economic Review
dc.rightsCC BY-NC-ND 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/igo
dc.subjectacademic outcomes
dc.subjectacademic performance
dc.subjectcognitive skills
dc.subjectcohort of students
dc.subjectearly dropout
dc.subjecteducation
dc.subjecteducation outcomes
dc.subjecteducation systems
dc.subjectgrade repetition
dc.subjectknowledge
dc.subjectmiddle school
dc.subjectprimary school
dc.subjectschool
dc.subjectschool age
dc.subjectschool policies
dc.subjectschooling
dc.subjectschools
dc.subjectsecondary school
dc.subjectteacher
dc.subjectvalues
dc.titleEarly Academic Performance, Grade Repetition, and School Attainment in Senegalen
dc.title.alternativeA Panel Data Analysisen
dc.typeJournal Articleen
dc.typeArticle de journalfr
dc.typeArtículo de revistaes
dspace.entity.typePublication
okr.date.doiregistration2025-05-06T11:30:19.336639Z
okr.doctypeJournal Article
okr.globalpracticeEducation
okr.identifier.report1
okr.language.supporteden
okr.pagenumber93
okr.pagenumber120
okr.pdfurlwber_24_1_93.pdfen
okr.peerreviewAcademic Peer Review
okr.region.countrySenegal
okr.topicEducation for All
okr.topicTertiary Education
okr.topicEducation::Effective Schools and Teachers
okr.topicEducation::Primary Education
okr.topicEducation::Educational Sciences
okr.topicSecondary Education
okr.volume24
relation.isJournalIssueOfPublication73f77b8b-94cb-4a40-836a-6319580fe672
relation.isJournalIssueOfPublication.latestForDiscovery73f77b8b-94cb-4a40-836a-6319580fe672
relation.isJournalOfPublicationc41eae2f-cf94-449d-86b7-f062aebe893f
relation.isJournalVolumeOfPublication2ef03834-bd8f-430e-b7da-21defac3bcc7
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