ケニアの初等教育における学校効果

居住地・階層別の分析から

抄録

Since the 1990s, many regional studies of academic achievement in Africa have been conducted by the Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ). From the results of these studies, certain school factors have been identified that influence academic achievement. However, school factors in academic achievement might be influenced by differences in home environment. Therefore, to ensure good educational outcomes for disadvantaged children, school improvements should be investigated with consideration of children’s backgrounds. This paper examines the school factors that influence academic achievement (mathematics test scores) through an analysis that takes into account children’s place of residence and socioeconomic status, based on data obtained from SACMEQ III. First, I surveyed disparities in academic achievement and school environment to get an overview of the quality of the school academic achievement were found by place of residence and by socioeconomic status. On mathematics tests, pupils with high socioeconomic status scored 21.9 points higher in rural areas and 57.4 points higher in urban areas than their counterparts with low socioeconomic status. In urban areas, large disparities were found in school facilities. Second, I analyzed whether school education quality made a difference in academic achievement for a given socioeconomic status. I found that the effect of school education quality differed according to place of residence and socioeconomic status. For pupils in urban areas with high socioeconomic status, there were many school factors that influenced academic achievement. For pupils in rural areas with high socioeconomic status, few factors influenced academic achievement: school facilities, class size, and math textbook ownership were not associated with a difference in academic achievement. For pupils in urban areas with low socioeconomic status, having a school library, a school building in good condition, and a school head with qualifications were associated with significantly higher academic achievement. Depending on place of residence, school effects were different among pupils with the same socioeconomic status. These findings suggest the following measures to improve academic achievement among pupils in urban areas with low socioeconomic status: establishing school libraries, improving schools buildings, and employing higher qualified school heads. For pupils in rural areas with low socioeconomic status, teacher qualifications and in-service training could contribute to improving academic achievement. By analyzing the relationships between school factors and academic achievement according to pupils’ backgrounds, this study found different school factors that make a contribution depending on place of residence and socioeconomic status. To reduce disparities in academic achievement, it is important to implement school improvements with appropriate consideration of pupils’ backgrounds.