School Type and Academic Achievement: 1985

Both S.H. Irvine (1964, 1969) and B.J. Dorsey (1975) have presented evidence of the relationship between school type and examination achievement in Zimbabwe. The present article reports a reexamination of this relationship some fifteen years later, using the ‘O’-level results of the integrated and expanded school system of 1985. The data replicate and confirm the continuing validity of the school type categories, initiated by Irvine and Dorsey and institutionalized in the statistics presented by the University of Cambridge Local Examinations Syndicate. The consistent rank-ordering of the school categories provides a reliable dimension on which to sample schools in field research. At one end of the continuum are Mission schools, with consistently superior performance. At the other end are District Council schools. Between these two extremes are Government Group A schools performing consistently well, which can be contrasted in turn with Government Group B schools. Bibliogr.

Title: School Type and Academic Achievement: 1985
Author: Jordan, Josephine
Year: 1988
Periodical: Zambezia
Volume: 15
Issue: 1
Pages: 43-52
Language: English
Notes: biblio. refs., ills.
Geographic terms: Zimbabwe
Southern Africa
External link: http://digital.lib.msu.edu/projects/africanjournals/html/itemdetail.cfm?recordID=1369
Abstract: Both S.H. Irvine (1964, 1969) and B.J. Dorsey (1975) have presented evidence of the relationship between school type and examination achievement in Zimbabwe. The present article reports a reexamination of this relationship some fifteen years later, using the ‘O’-level results of the integrated and expanded school system of 1985. The data replicate and confirm the continuing validity of the school type categories, initiated by Irvine and Dorsey and institutionalized in the statistics presented by the University of Cambridge Local Examinations Syndicate. The consistent rank-ordering of the school categories provides a reliable dimension on which to sample schools in field research. At one end of the continuum are Mission schools, with consistently superior performance. At the other end are District Council schools. Between these two extremes are Government Group A schools performing consistently well, which can be contrasted in turn with Government Group B schools. Bibliogr.