Late Entry into Primary School in Developing Societies: Findings from Cross-National Household Surveys

Autor/inn/en	Nonoyama-Tarumi, Yuko; Loaiza, Edilberto; Engle, Patrice L.
Titel	Late Entry into Primary School in Developing Societies: Findings from Cross-National Household Surveys
Quelle	In: International Review of Education, 56 (2010) 1, S.103-125 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-010-9151-2
Schlagwörter	Disadvantaged; Adolescents; Probability; Cross Cultural Studies; Grade Repetition; Developing Nations; Dropouts; Low Achievement; Elementary Education; School Entrance Age; Surveys; Student Characteristics; Regression (Statistics); Prediction; Foreign Countries + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Cultural comparison; Kulturvergleich; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Developing country; Developing countries; Entwicklungsland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Unterdurchschnittliche Leistung; Elementarunterricht; Einschulungsalter; Survey; Umfrage; Befragung; Regression; Regressionsanalyse; Vorhersage; Ausland
Abstract	Late entry into primary school is a widespread phenomenon in developing countries. Students who enter school late are more likely to repeat grades, drop out and perform more poorly. Yet the phenomenon has received little scholarly attention, and there is a dearth of cross-national data. In this paper, we draw on data from the Multiple Indicator Cluster Survey (MICS2), a cross-national household survey conducted in developing countries. We first estimate the percentage of students entering primary school late across 38 countries in order to identify the countries in which the issue of late entry is most common. Secondly, we describe the background characteristics of students who are more likely to enter school late. We then employ multinominal logistic regression equations to predict the probability of late entry. Our findings highlight the need for policies to reduce late entry for children from disadvantaged backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10