School Quality Signals and Attendance in Rural Guatemala

Autor/in	Marshall, Jeffery H.
Titel	School Quality Signals and Attendance in Rural Guatemala
Quelle	In: Economics of Education Review, 30 (2011) 6, S.1445-1455 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.07.011
Schlagwörter	Foreign Countries; Rural Schools; School Effectiveness; Attendance; Dropouts; Language of Instruction; Teacher Education; Violence; Educational Environment; Academic Achievement; Gender Differences; Ethnicity; Interaction Process Analysis; Economically Disadvantaged; Guatemala + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schuleffizienz; Anwesenheit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Teaching language; Unterrichtssprache; Lehrerausbildung; Lehrerbildung; Gewalt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Geschlechterkonflikt; Ethnizität; Prozessanalyse
Abstract	This study analyzes school dropout in rural Guatemala using event history data and unusually detailed data on schools and teachers. Significant results for language of instruction, teacher education and fighting between students demonstrate the importance of accounting for school context influences on an outcome that has, historically, been analyzed mainly as a function of family background. Less support is found for the contention that dropout is lower in schools that are better at maximizing student achievement. Finally, using interaction analysis some of the school effects vary significantly by student gender and ethnicity. The various linkages between school features and dropout highlight the complicated reality of identifying the kinds of features of schools that are valued by poor families. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10