A mixed-methods analysis of achievement disparities in Guatemalan primary schools

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• 作者：Ben Meade^a ; ^b ; ^{benmeade@gmail.com}
• 关键词：Educational administration ; Management systems ; Equal education ; Rural urban differences
• 刊名：International Journal of Educational Development
• 出版年：2012
• 期刊代码：45_07380593
• 类别：soc
• 出版时间：July, 2012
• 卷：32
• 期：4
• 页码：575-589
• 文件大小：259 K

摘要

Although most Guatemalan rural students currently have access to primary school, there are large differences in the levels of learning that take place among different populations and in different contexts. This paper uses multiple data and methods to examine the interrelated factors underlying achievement disparities in Guatemalan primary schools. The research suggests that strong levels of disadvantage connected to attending schools in poor rural communities are connected to systematic differences in the way school quality is supported in different contexts. There are inadequate resources, capacity, and authority to monitor and enforce fundamental educational issues, especially in marginal communities.