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Student composition, equity, and mathematics learning outcomes during a time of educational reforms in Ethiopia.

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Title: Student composition, equity, and mathematics learning outcomes during a time of educational reforms in Ethiopia.
Authors: Hoddinott, John (AUTHOR), Araya, Mesele (AUTHOR), Sabates Aysa, Ricardo (AUTHOR), Woldehanna, Tassew (AUTHOR), Tiruneh, Dawit Tibebu (AUTHOR), Eryilmaz, Nurullah (AUTHOR)
Source: Oxford Review of Education. Oct2025, Vol. 51 Issue 5, p669-687. 19p.
Subjects: Educational change, Pedagogical content knowledge, Mathematical ability testing, Low-income students, Equality, School children, Test scoring, Ethiopians
Geographic Terms: Ethiopia
Abstract: This paper assesses the extent to which the implementation of a complex educational reform in Ethiopia was associated with changes in mathematics test scores for Grade 4 pupils from 2012–13 to 2018–19. During this period, while mathematics teachers' educational qualifications and teacher content knowledge in mathematics improved, students in 2018–19 achieved, on average, lower test scores in mathematics than those in 2012–13. However, they also showed, on average, greater progress in mathematics test scores. Progress in mathematics test scores over the school year was associated with teacher content knowledge, but the magnitude of this association was larger in 2018–19 and was especially important for weaker students. The key to reconciling these paradoxical findings is to recognise that the reforms that underpin these improvements in school quality may well be working in multiple ways, changing the composition of the student body who attend school as well as increasing the amount of learning that takes place in the classroom, particularly among disadvantaged students. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This paper assesses the extent to which the implementation of a complex educational reform in Ethiopia was associated with changes in mathematics test scores for Grade 4 pupils from 2012–13 to 2018–19. During this period, while mathematics teachers' educational qualifications and teacher content knowledge in mathematics improved, students in 2018–19 achieved, on average, lower test scores in mathematics than those in 2012–13. However, they also showed, on average, greater progress in mathematics test scores. Progress in mathematics test scores over the school year was associated with teacher content knowledge, but the magnitude of this association was larger in 2018–19 and was especially important for weaker students. The key to reconciling these paradoxical findings is to recognise that the reforms that underpin these improvements in school quality may well be working in multiple ways, changing the composition of the student body who attend school as well as increasing the amount of learning that takes place in the classroom, particularly among disadvantaged students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03054985.2024.2388047
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      – Code: eng
        Text: English
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      – SubjectFull: Mathematical ability testing
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      – SubjectFull: Low-income students
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      – SubjectFull: Equality
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      – SubjectFull: School children
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      – SubjectFull: Test scoring
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      – SubjectFull: Ethiopians
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      – SubjectFull: Ethiopia
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              Text: Oct2025
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