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A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania

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  • Gabriel Ndijuye, Laurent
  • Moneva, Ma. Lovena
  • Dadi, Ntide

Abstract

Strands of evidence from high-income countries has consistently indicated that early learning attainments predict later learning achievements. However, less are known about these issues from low-and-middle-income countries, particularly from the sub-Saharan region. This longitudinal study examined the extent to which children’s school-entry (N = 597; mean age = 6.34 years) early reading and early math skills predicted their later learning achievement in a low-income country, Tanzania. Further, given the existing disparities of quality of educational services, families’ income, and early learning achievements, the sample included children and families from both rural and urban contexts. Data were collected using Measure of Early Learning Environments (MELE) for controlling of school quality, Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) for children’s tests, and parents’ questionnaire for home-related variables. Controlling for family socioeconomic status, intervention status, urbanicity settings, and parental education, findings indicated that school-entry math skills were significantly predictive of children’s end of Grade 2 reading and math achievement. However, while school-entry early reading skills predicted end of Grade 2 reading achievement, it did not predict later math achievements. This article extends research on links between elements of transition to school and later achievement across countries, thus, its implications are discussed.

Suggested Citation

  • Gabriel Ndijuye, Laurent & Moneva, Ma. Lovena & Dadi, Ntide, 2024. "A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania," Children and Youth Services Review, Elsevier, vol. 166(C).
  • Handle: RePEc:eee:cysrev:v:166:y:2024:i:c:s019074092400495x
    DOI: 10.1016/j.childyouth.2024.107923
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    References listed on IDEAS

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    1. Ndijuye, Laurent Gabriel & Benguye, Nemes Danstan, 2023. "Home environment, early reading, and math: A longitudinal study on the mediating role of family SES in transition from pre-primary to grade one," International Journal of Educational Development, Elsevier, vol. 98(C).
    2. Dubeck, Margaret M. & Gove, Amber, 2015. "The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations," International Journal of Educational Development, Elsevier, vol. 40(C), pages 315-322.
    3. Bietenbeck, Jan & Irmert, Natalie & Sepahvand, Mohammad H., 2023. "Teacher quality and cross-country differences in learning in francophone Sub-Saharan Africa," Economics of Education Review, Elsevier, vol. 96(C).
    4. Elizabeth A. Shuey & Miloš Kankaraš, 2018. "The Power and Promise of Early Learning," OECD Education Working Papers 186, OECD Publishing.
    5. Xie, Sha & Li, Hui, 2020. "Accessibility, affordability, accountability, sustainability and social justice of early childhood education in China: A case study of Shenzhen," Children and Youth Services Review, Elsevier, vol. 118(C).
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