Disentangling the language effect in South African schools: Measuring the impact of ‘language of assessment’ in grade 3 literacy and numeracy
The aim of this article is to exploit an unusual occurrence whereby a large group of South African grade 3 students were tested twice, 1 month apart, on the same test in different languages. Using a simplified difference-in-difference methodology, it becomes possible to identify the causal impact of...
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| Format: | Article |
| Language: | English |
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AOSIS
2016-12-01
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| Series: | South African Journal of Childhood Education |
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| Online Access: | https://sajce.co.za/index.php/sajce/article/view/475 |