Socio-economic status and the impact of the 'Continuous Assessment and Progression System' in primary education in Myanmar. Issue 6 (17th August 2020)

• Record Type: Journal Article
• Authors: Yoshida, Natsuho
• Is Part Of: Education 3-13. Volume 48:Issue 6(2020)
• Page Start: 674
• Page End: 689
• Publication Date: 2020-08-17
• Subjects: Continuous Assessment and Progression System -- repetition and dropout -- socio-economic status -- enrolment patterns -- Myanmar; Education -- Great Britain -- Periodicals; Education, Primary -- Periodicals; Education, Elementary -- Periodicals; 372.942
• DOI: 10.1080/03004279.2019.1643900
• Languages: English
• ISSNs: 0300-4279

Abstract

ABSTRACT: This study investigated the effects of the Continuous Assessment and Progression System (CAPS) on grade repetition and dropout rates as a function of household socio-economic status (SES). Participants attended five schools in urban Myanmar and were classified into three SES groups. Results showed unequal CAPS effects: the middle SES group benefited most, with repetition and dropout rates approaching zero post-CAPS implementation. The high SES group was at ceiling pre- and post-CAPS, so was unaffected. Results were mixed for the low SES group; grade repetition was roughly halved, but high dropout rates persisted. Thus CAPS effects were mitigated in severe socio-economic circumstances.