Accounting for Repetition and Dropout in Contemporaneous Cross-Section Learning Profiles: Evidence from Rwanda
In this paper, the author use data from a nationally representative survey of 3,053 children aged sixteen to eighteen
Abstract
In this paper, the author estimates contemporaneous cross-section learning profiles for Rwanda, using data from a nationally representative survey of 3,053 children aged six to eighteen, in order to show how adjusting this learning profile for the total number of years enrolled in school (accounting for repetition and dropout), using detailed schooling histories, reduces the average amount learnt per year by over 60 percent.
This research is part of the Research on Improving Systems of Education programme.
Citation
Crawfurd, L. 2021. Accounting for Repetition and Dropout in Contemporaneous Cross-Section Learning Profiles: Evidence from Rwanda, International Journal of Educational Development, Volume 85, 102443, ISSN 0738-0593. https://doi.org/10.1016/j.ijedudev.2021.102443