An analysis of associations between residential and school mobility and educational outcomes in South African urban children: the Birth to Twenty cohort
SOURCE: International Journal of Educational Development
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): C.Ginsburg, L.M.Richter, B.Fleisch, S.A.Norris
KEYWORDS: BIRTH TO TEN NOW BIRTH TO TWENTY (BT20), LITERACY, NUMERACY, SCHOOL CHILDREN
DEPARTMENT: Public Health, Societies and Belonging (HSC)
Print: HSRC Library: shelf number 6855
HANDLE: 20.500.11910/3763
URI: http://hdl.handle.net/20.500.11910/3763
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): C.Ginsburg, L.M.Richter, B.Fleisch, S.A.Norris
KEYWORDS: BIRTH TO TEN NOW BIRTH TO TWENTY (BT20), LITERACY, NUMERACY, SCHOOL CHILDREN
DEPARTMENT: Public Health, Societies and Belonging (HSC)
Print: HSRC Library: shelf number 6855
HANDLE: 20.500.11910/3763
URI: http://hdl.handle.net/20.500.11910/3763
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Using data from Birth to Twenty, a cohort of South African urban children, the current paper investigates the relationships between residential and school mobility and a set of educational outcomes. The findings provide some evidence of a positive association between changes in residence and numeracy and literacy scores, and school mobility was found to be associated with grade repetition, however, no relationship was observed between changes in school and competency in numeracy and literacy. The South African study provides a counter example to trends observed in higher-income countries, while highlighting that associations are likely to be context specific.-
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