Differences in Pupil Achievement in Kenya: Implications for Policy and Practice

Hungi, Njora; Thuku, Florence W.

dc.contributor.author	Hungi, Njora
dc.contributor.author	Thuku, Florence W.
dc.date.accessioned	2020-05-11T08:01:25Z
dc.date.available	2020-05-11T08:01:25Z
dc.date.issued	2010
dc.identifier.citation	International Journal of Educational Development Volume 30, Issue 1, January 2010, Pages 33-43	en_US
dc.identifier.issn	0738-0593
dc.identifier.uri	http://kerd.ku.ac.ke/123456789/423
dc.identifier.uri	https://www.sciencedirect.com/science/article/abs/pii/S0738059309000662
dc.description	A research article in International Journal of Educational Development	en_US
dc.description.abstract	In this study the authors employed multilevel analyses procedures to examine pupil, class and school levels factors that influenced pupil achievement in Kenya. Pupil's age, pupil's socioeconomic background and pupil–teacher ratio were important factors in the prediction of pupil achievement. The provinces with the largest between-school variation were Eastern and Rift Valley. Low social equity was evident in Nyanza, Nairobi and Western while large gender inequities were evident in North Eastern. Implications of the findings for policy and practice are outlined.	en_US
dc.language.iso	en	en_US
dc.publisher	Elsevier	en_US
dc.subject	Pupil achievement,	en_US
dc.subject	Kenya education,	en_US
dc.subject	multilevel models,	en_US
dc.subject	Education equity	en_US
dc.title	Differences in Pupil Achievement in Kenya: Implications for Policy and Practice	en_US
dc.type	Article	en_US