Inequity Progress of pupil Groups in Upper Primary Schools

Laurens Kaluge


The inequity issues and evidence are the foci of this article. The study reanalized data collected from 60 primary schools in the city of Malang. Three upper grades in each school were picked up, 160 classes with all 5188 pupils. The prior attainment of Indonesian Language and Mathematics expressing the basic skills were used as predictor baselines. The post-scores after a year in progress, were treated as response variables. The learning progress revealed by the value-added of each child was obtained after taking into account the baselines and regressing to the response variables utilising the multilevel analyses. Issues of inequity were raised related to significant factors differentiating pupil attainment progress and the possible gap in school level


Equity, learning progress, basic skills, primary education

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