Attending School and Learning or Repeating and Leaving. A Study about the Determinants of Grade Repetition and Dropout in Primary School in Honduras. Synthesis of the Study = Asistir y Aprender o Repetir y Desertar. Un Estudio sobre los Factores que Contribuyen a la Repitencia en la Escuela Primaria en Honduras. Sintesis del Informe.

Autor/inn/en	McGinn, Noel F.; und weitere
Institution	Harvard Univ., Cambridge, MA. Inst. for International Development.
Titel	Attending School and Learning or Repeating and Leaving. A Study about the Determinants of Grade Repetition and Dropout in Primary School in Honduras. Synthesis of the Study = Asistir y Aprender o Repetir y Desertar. Un Estudio sobre los Factores que Contribuyen a la Repitencia en la Escuela Primaria en Honduras. Sintesis del Informe.
Quelle	(1991), (33 Seiten)Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Attendance; Dropouts; Foreign Countries; Grade Repetition; Multigraded Classes; Preschool Education; Primary Education; Rural Schools; Socioeconomic Status; Student Characteristics; Teacher Characteristics; Teacher Expectations of Students; Time on Task; Honduras + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Mehrstufenklasse; Pre-school education; Vorschulerziehung; Primarbereich; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Socio-economic status; Sozioökonomischer Status; Zeitaufwand
Abstract	This paper synthesizes a study designed to identify the factors that contribute to primary school repetition and dropout in Honduras. Data were collected by record reviews; teacher, student, and parent interviews; and a test of Spanish. The sample included 1,253 students in grades 1 and 3 in 40 schools in rural Honduras. The main findings of the study are: (1) repetition is more prevalent than primary school dropout; (2) repeating doesn't help learning; (3) low socioeconomic background relates to repetition; (4) children who repeat are not treated by teachers the same as those who do not repeat; (5) preschool attendance reduces repetition rates; (6) teachers that promote more students differ from those who have many students who repeat; (7) repeating is not totally a function of the grades given by the teacher; (8) multigrade teachers have more repeaters; (9) students perform better in classes that receive textbooks; (10) teachers who expect success produce it; (11) there is great variability in access to school time; and (12) students who are in school more hours have higher achievement on the Spanish test, and higher final grades. Recommendations for policy intervention are: (1) increasing teacher training; (2) expansion of preschools; (3) streamlining student assessment; (4) establishing a minimum of two teachers in multigrade school; (5) expanding access to effective time in school; (6) not adopting automatic promotion; and (7) carrying out policy studies which yield information to increase the quality of education. (KS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC