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Household environment’s association with math and reading test scores in Ghana

Pearl Kyei, University of Pennsylvania

Studies of achievement in African countries typically focus on the association between household resources and schooling outcomes, but pay little attention to the other dimensions of the household environment for learning. This paper uses data from the 2003 Ghana Household and School Survey to study the associations between the household learning environment and achievement test scores of 9 to 15- year olds. Household socioeconomic resources that influence the learning environment are positively associated with English and math test scores. Aspects of the physical environment such as electricity and greater rooms per person are also positively associated with scores. Consistent with the previous literature in sub-Saharan Africa, female headship is positively associated with achievement. There is a significant advantage for females in both math and English after controlling for Raven’s test scores. Results also indicate that the association of the learning environment with test scores differs somewhat for math and reading.

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Presented in Poster Session 4