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http://bura.brunel.ac.uk/handle/2438/24383
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DC Field | Value | Language |
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dc.contributor.author | Carmichael, F | - |
dc.contributor.author | Darko, CK | - |
dc.contributor.author | Kanji, S | - |
dc.contributor.author | Vasilakos, N | - |
dc.date.accessioned | 2022-04-01T16:37:38Z | - |
dc.date.available | 2022-04-01T16:37:38Z | - |
dc.date.issued | 2022-03-22 | - |
dc.identifier | ORCID iD: Fiona Carmichael https://orcid.org/0000-0002-7932-2410 | - |
dc.identifier | ORCID iD: Christian K. Darko https://orcid.org/0000-0002-1665-2594 | - |
dc.identifier | ORCID iD: Shireen Kanji https://orcid.org/0000-0003-3512-2596 | - |
dc.identifier | ORCID iD: Nicholas Vasilakos https://orcid.org/0000-0003-3279-2885 | - |
dc.identifier.citation | Carmichael, F. et al. (2022) 'School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?', British Educational Research Journal, 48 (4), pp. 640 - 664. doi: 10.1002/berj.3787. | en_US |
dc.identifier.issn | 0141-1926 | - |
dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/24383 | - |
dc.description | Data availability statement: The data that support the findings of this study are available in Young Lives at https://beta. ukdataservice.ac.uk/datacatalogue/studies/study?id=7823&type=Data%20catalogue . | - |
dc.description.abstract | School closures impact children's attainment adversely, but understanding the effects of closures on children's attainment in lower-income countries is still limited. Addressing this deficit, this study examines how past school closures have impacted children's educational attainment in Ethiopia. The study uses individual student-level data from the Young Lives School Survey and standardised test scores in mathematics and language recorded at the start and end of the school year to model children's attainment. Multiple regression with propensity score matching is used to analyse how attainment over the school year is impacted by school closures for a matched sub-sample of 4842 students. The effectiveness of additional classes to make up for lost learning is also evaluated. Past school closures have had a detrimental effect on attainment in mathematics, but not literacy. Extra classes, specifically those that families do not pay for, have helped children in the past to recuperate lost learning and could serve this function post-Covid-19. Inequalities in learning outcomes, measured by Gini coefficients in educational attainment, are widened by school closures. Applying these results to the extensive school closures under Covid-19 furthers our understanding of the likely effects on academic attainment and can inform policy to mitigate the impact. | en_US |
dc.description.uri | https://beta. ukdataservice.ac.uk/datacatalogue/studies/study?id=7823&type=Data%20catalogue | - |
dc.format.extent | 640 - 664 | - |
dc.format.medium | Print-Electronic | - |
dc.language.iso | en | en_US |
dc.publisher | John Wiley & Sons Ltd on behalf of British Educational Research Association | en_US |
dc.rights | Copyright © 2022 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. | - |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | educational attainment | en_US |
dc.subject | Ethiopia | en_US |
dc.subject | extra classes | en_US |
dc.subject | school closures | en_US |
dc.title | School closures and educational attainment in Ethiopia: Can extra classes help children to catch up? | en_US |
dc.type | Article | en_US |
dc.identifier.doi | https://doi.org/10.1002/berj.3787 | - |
dc.relation.isPartOf | British Educational Research Journal | - |
pubs.issue | 4 | - |
pubs.publication-status | Published | - |
pubs.volume | 48 | - |
dc.identifier.eissn | 1469-3518 | - |
dc.rights.holder | The Authors | - |
Appears in Collections: | Brunel Business School Research Papers |
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FullText.pdf | Copyright © 2022 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. | 934.38 kB | Adobe PDF | View/Open |
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