Equity on National School Achievement Tests: A Multicultural Perspective in Kenya

Abstract

The study examined the differences in performance on the national Kiswahili achievement tests administered in 2005, 2006, and 2007 among three cohorts of primary school children from two different linguistic backgrounds in Kenya. The analysis showed the test favored children from Kiswahili-speaking communities; those whose mother tongue had no linguistic relation with Kiswahili scored lower. Results are discussed in terms of language effects on performance and cognition.