Educational outcomes : pathways and performance in South African high schools

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dc.contributor.authorReddy, Vijayen_ZA
dc.contributor.authorVan der Berg, Servaasen_ZA
dc.contributor.authorJanse van Rensburg, Deanen_ZA
dc.contributor.authorTaylor, Stephenen_ZA
dc.date.accessioned2012-04-20T07:09:23Z
dc.date.available2012-04-20T07:09:23Z
dc.date.issued2012-03-14
dc.descriptionCITATION: Reddy, V., Van der Berg, S., Janse van Rensburg, D. & Taylor, S. 2012. Educational outcomes: pathways and performance in South African high schools. South African Journal of Science, 108(3/4), Art. #620, doi:10.4102/sajs.v108i3/4.620.
dc.descriptionThe original publication is available at http://sajs.co.za
dc.description.abstractWe analysed the pathways and performances in mathematics of high (secondary) school students in South Africa using a panel-like data set of Grade 8 students who participated in the 2002 Trends in International Mathematics and Science Study (TIMSS) and who were tracked to Grade 12 examination data sets. We examined the relationship between TIMSS mathematics performance and reaching Grade 12, the selection of and performance in Grade 12 mathematics, and success rates in the matriculation examination. The progression of students from schools serving middle-class (Subsystem M) and poorer students (Subsystem P, the majority) was compared. Firstly, mathematics achievement scores in South Africa are low and different performance patterns were shown between the two subsystems. Secondly, students who started with similar Grade 8 mathematics scores had different educational outcomes 4 years later. In Subsystem M schools, Grade 8 mathematics scores were a good indicator of who would pass matric, whilst this relationship was not as strong in Subsystem P schools. Thirdly, there was a stronger association between TIMSS Grade 8 scores and subject choice of matric mathematics in Subsystem M schools than in Subsystem P schools. Fourthly, there was a strong correlation between Grade 8 mathematics performance and matric mathematics achievement. Mathematics performance in the earlier years predicted later mathematics performance. To raise exit level outcomes, mathematics scores need to be raised by Grade 8 or earlier. To improve educational and labour market outcomes, the policy priority should be to build foundational knowledge and skills in numeracy. © 2012. The Authors.en_ZA
dc.description.urihttp://sajs.co.za/educational-outcomes-pathways-and-performance-south-african-high-schools/reddy-vijay-van-der-berg-servaas-janse-van-rensburg-dean-taylor-stephen
dc.description.versionPublisher's version
dc.format.extent8 pages ; illustrations
dc.identifier.citationReddy, V., Van der Berg, S., Janse van Rensburg, D. & Taylor, S. 2012. Educational outcomes: pathways and performance in South African high schools. South African Journal of Science, 108(3/4), Art. #620, doi:10.4102/sajs.v108i3/4.620.
dc.identifier.issn1996-7489 (online)
dc.identifier.otherdoi:10.4102/sajs.v108i3/4.620
dc.identifier.urihttp://hdl.handle.net/10019.1/20825
dc.language.isoen
dc.publisherAcademy of Science of South Africa
dc.rights.holderAuthors retain copyright
dc.subjectMathematicsen_ZA
dc.subjectEducation, Secondary -- South Africaen_ZA
dc.subjectAcademic achievementen_ZA
dc.titleEducational outcomes : pathways and performance in South African high schoolsen_ZA
dc.typeArticle
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