Private schools and student learning achievements in Kenya

All I Really Need to Know I Learned in Kindergarten? Evidence from the Philippines

“…Finally, results from this research add to the literature comparing the e↵ectiveness of public and private education systems, particularly in developing countries (Andrabi et al 2008;Tabarrok 2013;Bold et al 2013;Muralidharan and Sundararaman 2015;Wamalwa and Burns 2018). Our results indicate that children who enrolled in a private kindergarten program-ICM's Jumpstart program-attained better academic performance in elementary school compared to children who enrolled in a public government-funded kindergarten program.…”

Numeracy in Kenya: Examining the Effect of Household Assets using the Uwezo Dataset

“…While components under the created educational assets variable did prove significant, obtaining additional data beyond what is included in Uwezo on other educational assets such as available school supplies and other educational resources at the household level will allow for more understanding on what might benefit the students' development of numeracy, which serves as a gateway skill across engineering and STEM disciplines. As English as the language at home did remain significant, as supported by other studies [1], [10], programs supporting English language acquisition at home may also help improve numeracy scores. Likewise, another area where additional data could be collected is the amount of time each child spends with the household member with the highest level of education.…”

“…For girls, wealth related household educational assets such as liquid assets and total net worth have a stronger correlation to their academic performance compared to their male colleagues [8], [9]. One household asset is the language spoken at home, as a substantial amount of instruction and many exams in Kenya are given in English [1], [10]. Students in Kenya learn both English and Swahili while in school, but outside of school, they have additional support in their mother tongue based on whatever language is spoken at home.…”

Privatization of early childhood education (ECE): Implications for social justice in Nepal and Kenya

“…But a heavy focus on competitive scores in high-stakes tests has increasingly pushed ECE to focus more on preparing children for high-stakes standardized tests. The (un)intentional result was/is proliferation of for-profit private ECE schools because they are better positioned to prepare learners for eventual good performance in high-stakes tests at primary, secondary, and university levels (Wamalwa and Burns, 2018).…”