Socioeconomic and ethnic determinants of age-grade distortion in Bolivian and Guatemalan primary schools |
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| Institution: | 1. Department of Mathematics, Faculty of Science and Technology, Science University of Tokyo, 2641 Yamazaki, Noda, Chiba (278-8510), Japan;2. Department of Mathematics, University of Bergen, PO Box 7803, Bergen N-5020, Norway;1. School of Humanities, University of Strathclyde, Lord Hope (Level 4), Glasogow G4 0LT, UK;2. Department of Information and Computer Science, University of Hawaii at Manoa, Honolulu, HI 96822, USA;1. Pattern Recognition and Intelligent System Laboratory, Beijing University of Posts and Telecommunications, Beijing, China;2. Neural Information Processing Group, Technische Universität Berlin, Germany;3. School of Engineering and Computer Science, Victoria University of Wellington, New Zealand;4. Communication Theory Laboratory, School of Engineering, KTH-Royal Institute of Technology, Stockholm, Sweden |
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| Abstract: | In this paper, after reviewing the literature on school progress — particularly age-grade distortion (over-age) and grade repetition — in developing countries, a series of factors that relate to age-grade distortion are examined using household survey data from Bolivia and Guatemala. A model is developed to estimate the incidence and determinants of age-grade distortion. Multivariate logistic regression analysis is used to estimate the determinants of age-grade distortion, the results of which are used to obtain probabilities through simulations. The empirical analysis reveals that certain populations are more likely to be over-aged in primary school: children from less wealthy households and children of indigenous origins. This suggests that any targeting activities should be directed at the poor and should have an indigenous component, such as bilingual education. |
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