Schooling for Success: Preventing Repetition and Dropout in Latin American Primary Schools

By Laura Randall; Joan B. Anderson | Go to book overview

Notes
1.
In 1989, 29 percent of all elementary school children repeated a grade; in the first grade this percentage was 42 percent of enrolled children. The rates of grade repetition and graduation were negatively correlated for eighteen Latin American countries.
2.
Heyneman ( 1980) critizes the conclusions of Simmons and Alexander ( 1978) on the basis of the evidence not considered by the authors. His own review of the literature concludes that "it is simply not true that the determinants of school achievement are basically the same in both developing and developed countries."
3.
It would be misleading to confound poverty, ethnicity, or national origin with school disruption and failure. We cannot ignore children from middle-class or wealthy households. The crucial difference is that school behavior and performance problems among more affluent children find private solutions and therefore are not part of the official statistics.

References
Abadzi, H. 1990. Cognitive Psychology in the Seminar Room. Washington, DC: Economic Development Institute of the World Bank, Seminar Paper no. 41.
Blyth, E., and J. Milner. 1996. "Black Boys Excluded from School: Race or Masculinity Issues?" In Exclusion from School. Inter-Professional Issues for Policy and Practic, ed. E. Blyth and J. Milner. London: Routledge.
Bracho, T 1995. "obreza educativa" In Educación y pobreza, ed. E. Pieck Gochicoa and E. Aguado López. Zinacantepec, Mexico: UNICEF and El Colegio Mexiquense.
Bustillo, I. 1993. "Latin America and the Caribbean" in King, E.M. and M. A. Hill, ed. Women's Education in Developing Countries: Barriers, Benefits and Policies. World Bank.
CEPAL. 1992. Educación y conocimiento: Eje de la transformación productiva con equidad. Santiago de Chile: U.N. CEPAL.
-----. 1993a. Panorama social de América Latina. Santiago de Chile: U.N. CEPAL.
-----. 1993b. Cambios en el perfil de las familias. La experiencia regional. Santiago de Chile: U.N. CEPAL.
Cobb, P. 1996. "Here Is the Mind? A Coordination of Sociocultural and Cognitive Constructivism Perspectives." In Constructivism, Theory, Perspectives, and Practice, ed. C. Towney Fosnot. New York: Teachers' College Press.
Farkas, G. 1996. Human Capital or Cultural Capital. Ethnicity and Poverty Groups in an Urban School District. New York: Aldine de Gruyter.
Fosnot, C. Twoney. 1996. "Constructivism: A Psychological Theory of Learning." In Constructivism, Thory, Perspectives, and Practice, ed. C. Twoney Fosnot.
Gomes-Neto, J. B. and E. A. Hanushek. 1994. "Causes and Consequences of Grade Repetition: Evidence from Brazil." Economic Development and Cultural Change, 43:1, 117-148.
Harbison R.W., and E. A. Hanushek. 1992. Educational Performance of the Poor. New York: Oxford University Press.
Hernández, J. 1995. "Una approximacion a la educacion indigena como objeto de estudio," in E. Pleck Godicoa and E. Aguado Lopez (eds.), Educacion y Pobreza. Zinacantepic, Mexico: UNICEF and El Colegio de Mexico.
Heyneman, S.P. 1980. "Differences Between Developed and Developing Countries: Comment on Simmons and Alexander's Determinants of School Achievement," Economic Development and Cultural Change 28, 2: 403-406.

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Schooling for Success: Preventing Repetition and Dropout in Latin American Primary Schools
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • List of Tables and Graphs ix
  • Acknowledgments xiii
  • Part I - Introduction and Overview 1
  • References 22
  • Notes 31
  • References 31
  • References 42
  • Note 50
  • General References 51
  • References 59
  • Part II - Basic Education Systems 61
  • Notes 73
  • General Bibliography 73
  • Notes 87
  • References 101
  • Notes 116
  • References 117
  • Part III - Repetition and Dropout: Measurement and Programs 119
  • Note 140
  • References 140
  • Notes 150
  • References 150
  • Notes 161
  • References 161
  • Bibliography 174
  • Part IV - Decentralization 177
  • Bibliography 199
  • General References 209
  • Notes 225
  • General References 226
  • Part V - Curriculum 227
  • Bibliography 244
  • Bibliography 255
  • Part VI - Teaching Conditions: Training and Salaries 263
  • Notes 275
  • References 275
  • General References 289
  • Note 299
  • General References 300
  • Notes 307
  • Biblography 307
  • Part VII - Conclusion 309
  • About the Editors and Contributors 317
  • Index 325
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