Poverty, Race, and Children's Progress at School in South Africa
利用2008年南非全国收入动态调查数据，研究发现非洲裔儿童的教育劣势主要源于家庭贫困和母亲教育水平低，而非学校质量差，挑战了以往研究结论。
Abstract This article investigates inequalities in school attainment in South Africa using community-based data collected in 2008 by the National Income Dynamics Study. Schools-based research has concluded that poor children, who are mostly African, remain disadvantaged by the continuing low performance of former African schools. In contrast, this analysis finds that most educational disadvantages of African children, including their low matriculation rates, are accounted for by household poverty and their mothers' own limited education. Thus, earlier studies may not have adjusted fully for pupils' backgrounds or the performance of former African schools may have improved since 2000.