2015
DOI: 10.5430/wje.v5n5p85
View full text
|
|
Share

Abstract: AbstractThis study employed a difference-in-differences analysis technique to estimate the average treatment effect of automatic promotion on students' cognitive learning outcomes in Uganda's primary education. Regression results indicate a positive policy effect on learning achievements in literacy and numeracy at primary three (P3) and primary six (P6). Specifically, the implementation of automatic promotion policy has translated in to an increase in learning outcomes in reading and mathematics at P3 and P6…

Expand abstract

Search citation statements

Order By: Relevance

Citation Types

0
13
0

Paper Sections

0
0
0
0
0

Publication Types

0
0
0
0

Relationship

0
0

Authors

Journals