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What causes differences in achievement in Zimbabwe's secondary schools?

Author

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  • Nyagura, Levi Martin
  • Riddell, Abby Rubin

Abstract

The authors found that students who attended high-fee-paying (trust) schools, elite urban governments schools, and mission schools scored better in mathematics and English achievement than did students in the less-well-endowed government schools and those established by local councils. Much of the variation in the student achievement was attributable to the schools the student attended. Examination results were higher in schools with a high proportion of trained teachers, with a good supply of textbooks, and with a stable faculty (high teacher retention). But once researcher control for these factors, contrary to expectations, some underendowed local council and government schools are more effective at boosting achievement than their counterparts with more resources. So, textbooks and teachers are important in raising achievement, but more research is needed into what characteristics differentiate high-achieving schools from low-achieving schools.

Suggested Citation

  • Nyagura, Levi Martin & Riddell, Abby Rubin, 1991. "What causes differences in achievement in Zimbabwe's secondary schools?," Policy Research Working Paper Series 705, The World Bank.
  • Handle: RePEc:wbk:wbrwps:705
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    Citations

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    Cited by:

    1. Lockheed, Marlaine E. & Qinghua Zhao, 1992. "The empty opportunity : local control of secondary schools and student achievement in the Philippines," Policy Research Working Paper Series 825, The World Bank.
    2. Piper, Benjamin & Simmons Zuilkowski, Stephanie & Dubeck, Margaret & Jepkemei, Evelyn & King, Simon J., 2018. "Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides," World Development, Elsevier, vol. 106(C), pages 324-336.
    3. Nyagura, Levi M. & Riddell, Abby, 1993. "Primary school achievement in English and mathematics in Zimbabwe : a multi-level analysis," Policy Research Working Paper Series 1208, The World Bank.

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