Promotion with and without Learning: Effects on Student Enrollment and Dropout Behavior

Abstract

The impact of merit and non-merit promotions on school enrollment and retention rates within N.W.F.P, Pakistan.

The study aims to ascertain the impact of grade promotion policy on school dropout and enrollment rates and whether a lenient grade promotion policy translates into higher retention rates. Econometric decomposition of promotion decisions is performed based on data from N.W.F.P schools generated from Education Management Information System (NEMIS). Tests based on data aim to discern whether decision by parents to retain their child in school are based on merit or non-merit promotion and  results reveal that parents (even those that are illiterate) base their decisions on merit promotions and their own perception regarding the learning experience of their child. Parents are able to identify the learning progress of their child apart from academic results communicated by formal and informal tests done within school.  

Evidence indicates that teachers of primary schooling promote students based on child’s knowledge and skills and merit based promotions have a positive impact on retention rates. Conversely, results suggest that non-merit promotion that is promotion without any learning fails to have a significant impact on retention rates.  Moreover, non-merit promotions can increase the chances of dropout as the child is forced into a learning environment that is unattainable given his current learning state. Policies should therefore focus on designing remedial programs targeted at low performing schools and enhancing the overall quality of education.

Publishing Year: 2008

Attached File:

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