The Gap between Advantaged and Disadvantaged Students in Science Achievement in South African Secondary Schools

Autor/inn/en	Howie, Sarah; Scherman, Vanessa; Venter, Elsie
Titel	The Gap between Advantaged and Disadvantaged Students in Science Achievement in South African Secondary Schools
Quelle	In: Educational Research and Evaluation, 14 (2008) 1, S.29-46 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Science Achievement; Disadvantaged Schools; Science Tests; Least Squares Statistics; Foreign Countries; Socioeconomic Status; Socioeconomic Influences; Poverty; Developing Nations; Secondary Schools; Predictor Variables; Language Proficiency; English; South Africa + Suchen Sie Ihr Suchwort? Ausland; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Armut; Developing country; Developing countries; Entwicklungsland; Sekundarschule; Prädiktor; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South Africa's education system is still deep in the throes of reform under its third Minister of Education since 1994. Poor communities, in particular those of rural Africans, bear the brunt of the past inequalities. The challenge was to explore the extent of the "gap" in students' scores by comparing the advantaged and disadvantaged communities in this context. The TIMSS-Repeat 1999 data were explored and 3 categories of students were ultimately identified: advantaged, semi-advantaged, and disadvantaged groups. Partial least squares analysis was applied to explore the science performance but very few factors were found that consistently predicted performance across and within these groups. However, one dominant factor emerged in these models and that was the students' performance in the locally developed English test that provided a measure of students' proficiency in English, the language in which more than 70% of the students wrote the science tests. Students who had a higher score on the English test also performed better in the science test, despite their backgrounds. (Contains 1 figure and 8 tables.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10