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Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana
journal contribution
posted on 2023-06-09, 20:37 authored by Emma Carter, Pauline Rose, Ricardo Sabates, Kwame AkyeampongThis study examines the link between initial school performance on subsequent learning for marginalised children in the Complementary Basic Education programme in Northern Ghana. Specifically, we focus on whether initial low performance of girls and boys differentially affects learning trajectories. Drawing on longitudinal data, we find a significant association between initial and subsequent low performance as students transit into formal education, even after taking account of other potential factors. Boys are more likely than girls to improve from low attainment as they move into formal school. As such, girls are at particular risk of maintaining low levels of learning, and therefore warrant greater support within both complementary and mainstream schooling contexts.
History
Publication status
- Published
File Version
- Accepted version
Journal
International Journal of Educational ResearchISSN
0883-0355Publisher
ElsevierExternal DOI
Volume
100Article number
a101541Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2020-02-17First Open Access (FOA) Date
2021-08-28First Compliant Deposit (FCD) Date
2020-02-17Usage metrics
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