A Vanishing Rural School Advantage? Changing Urban/Rural Student Achievement Differences in Latin America and the Caribbean

Luschei, Thomas F.; Fagioli, Loris P.

doi:10.1086/688394

Cited by 26 publications

(4 citation statements)

References 30 publications

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“…Previous studies indicated that boys scored higher than girls in literacy, numeracy, and other social skills [15,22,23]. Some studies suggest that being female posed the highest risk of achieving higher grades [24,25]. On the contrary, Suhi et al [16] and Sumi et al [18] found that female students outperformed their male counterparts academically.…”

Section: Literature Reviewmentioning

confidence: 99%

The Academic Achievement of Secondary Students in Bangladesh: Assessing the Role of Socioeconomic Status, School Attributes, and Academic Activities

Oyshi

Suhi

Sultana

et al. 2021

Education Research International

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This study was aimed at assessing the role of socioeconomic status (SES), school attributes (SA), and academic activities (AA) in the academic achievement of secondary school students in Bangladesh. Data were collected by administering a self-administered questionnaire from 1,043 secondary school students using a multistage cluster random sampling. Hierarchical regression suggested that religion significantly but negatively influenced the academic achievement of secondary students, while SES, teacher-student ratio, performance, and education system significantly predicted the academic achievement, although the latter had a negative impact. Besides, self-regulation and communication also showed a substantial role in determining good academic achievement. Policymakers should pay attention to the SES composition of schools and their quality and mode of education, and certain regulatory activities to achieve quality and all-inclusive education in Bangladesh.

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Section: Literature Reviewmentioning

confidence: 99%

The Academic Achievement of Secondary Students in Bangladesh: Assessing the Role of Socioeconomic Status, School Attributes, and Academic Activities

Oyshi

Suhi

Sultana

et al. 2021

Education Research International

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“…Hao et al (2014), regarding the association between sex and academic achievement, concluded that being female posed the highest risk of achieving a great fit in academia in both urban and rural areas. Luschei and Fagioli (2016) observed that the academic performance, e.g., reading and mathematics, of female students was lower than that of male students, both in rural and urban areas. Additionally, they found that students from lower grades performed better in reading and solving mathematical problems than higher-grade students.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 94%

“…The current study, like Suhi et al (2020) did in their investigation, measured the academic achievement by GPA in public examinations, and the academic feat in such examinations depend more on rote learning rather than competence. It is well evidenced that female students underperformed in competence tests compared to male students, whether in Bangladesh (Nath, 2012) or other countries (Amini & Nivorozhkin, 2015;Hao et al, 2014;Luschei & Fagioli, 2016), while Ismail et al (2018) found no significant difference between male and female regarding reading comprehension. However, to understand the dynamics between sex and improved academic achievement at secondary levels, further study is required to explore the role of regular academic activities and participation in co-curricular activities, nature, and pattern of involvement in household chores, type and use of supplementary classes of students both at rural and urban settings.…”

Section: Table 3 (Continued)mentioning

confidence: 99%

Explaining Rural-Urban Differences in The Academic Achievement of Secondary Students: An Empirical Study in Magura District of Bangladesh

Sumi

Jahan

Rahman

et al. 2021

APJEE

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All the successive governments of Bangladesh – both civil or military – invested a considerable amount of national fortune in ensuring quality education for all, irrespective of caste or creed. Subsequently, Bangladesh has experienced significant growth in schools, colleges and universities in enrolment and completion rate of education with greater gender parity. However, the success stories were overshadowed by the persistent discrepancies, especially for spatial locations and social classes. This study, therefore, aimed at comparing the academic achievement of rural and urban students, and finding out the factors drawing differences in educational performances of the educands. Data were collected from 566 students selected from eight educational institutions following multistage proportionate random sampling administering a self-administered questionnaire. Findings suggest that age, sex, grades and track of education followed by the size of the class and student-teacher ratio played decisive roles for the educational disparities between the urbanites and ruralites. However, the most crucial factors were parental education and income and the family’s overall financial capacity for supplementary education. Based on the results, it is strongly suggested that the government should involve all the stakeholders, including parents, students, and teachers, to formulate future education policies and address the socioeconomic composition of schools. Additionally, the administration also needs to provide adequate resources, including trained teachers and sufficient infrastructural and other academic facilities, to improve overall educational and learning environments to achieve all-inclusive quality education for all.

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“…UNESCO Institute of Statistics (UIS), for example, estimates that six out of 10, or 617 million, children and adolescents in LICs and LMICs are not achieving minimum proficiency levels in reading and mathematics (UIS, 2017). The crisis is more acute in sub-Saharan Africa, where about 85 percent of children are not reaching minimum proficiency levels despite being in school (Luschei & Fagioli, 2016;Luschei & Carnoy, 2010;World Development Report, 2018).…”

Section: Introductionmentioning

confidence: 99%

11. India

Novak¹

2022

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries

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The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

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A Vanishing Rural School Advantage? Changing Urban/Rural Student Achievement Differences in Latin America and the Caribbean

Cited by 26 publications

References 30 publications

The Academic Achievement of Secondary Students in Bangladesh: Assessing the Role of Socioeconomic Status, School Attributes, and Academic Activities

The Academic Achievement of Secondary Students in Bangladesh: Assessing the Role of Socioeconomic Status, School Attributes, and Academic Activities

Explaining Rural-Urban Differences in The Academic Achievement of Secondary Students: An Empirical Study in Magura District of Bangladesh

11. India

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