Cally Ardington|Nicola Branson|David Lam|Murray Leibbrandt
Explaining the persistence of racial gaps inschooling in South Africa
University of Cape Town|University of Cape Town|University of Michigan–Ann Arbor|University of Cape Town
paper analyses large racial differences progress secondary school south africa using recently collected longitudinal data following progress students enrolled grades 8 9 2002 cape area panel study document large differences probability grade advancement white coloured african youth probit regressions indicate grade advancement 2002 2005 strongly associated household income respondents scores baseline literacy numeracy test fully explain white coloured advantage africans progress school control baseline test scores previous grades failed per capita household income results suggest early disadvantage african secondary students major factor driving poor progress secondary school continued racial gaps grade progression contributing persistent racial gaps ultimate schooling attainment key results change reestimate equations separately race conduct statistical tests across equations even conduct postestimation counterfactual simulations propensity score matching final check add set school specific factors probit regressions race factors statistically significant models introduction marginally reduces importance baseline test scores previous grades failed important counterfactual analysis paper provides strong evidence knowledge accumulated grade 8 9 critical determinant progress secondary school equalizing secondary school quality unlikely eliminate racial gaps grade progression without improvements earlier grades