34 CHAPTER 2


former population group (per the 2000 SRN) still represents the majority of the racial group at the school level.


Learner-Educator Changes


To cope with variations in the slope parameter across population groups and regions, and possibly at various levels of learner changes, I sort them by population groups, to the extent that the sample size of each group can permit analysis. In preliminary analyses, I found that if I used primary and secondary schools separately, sample sizes for non-African schools at the provincial levels became too small.9


Figure 2.3 depicts relationships between changes in primary-school edu- cators and learners in 1996–2000 for all races and for different racial groups. The samples I use in this exercise are constructed as follows. Among schools that are successfully matched between SRN 1996 and 2000 by EMIS codes and province codes, I use only those classified by funding type as state or state-aided in 1996, those that show learner changes in the range of –1,000 to 1,000, and those that show educator changes in the range of –100 to 100. I dropped observations with missing values for the total number of educators in 1996 or 2000. Primary schools include normal primary (grades 1–7), junior primary (grades 1–4), and senior primary (grades 5–7) in the 1996 survey. Similarly, secondary schools include secondary (grades 8–12), junior second- ary (grades 8–10), and senior secondary (grades 11–12) in 1996. If schools changed the range of grades offered during the period, they experienced large increases or decreases in learners.


In Figure 2.3 the relationship is close to linear but shows a slightly con- vex shape. However, it is asymmetric between the point at which the num- ber of learners increases and the point at which it decreases. The response of educators to increases in the number of learners is larger than that to


9 In nonparametric analysis of cross-provincial differences among African schools (Eastern Cape, Free State, KwaZulu-Natal, Northern Province (Limpopo), North West, and Western Cape), I used the same criteria used in Figures 2.1 and 2.2. In all provinces, changes in educators responded to those in learners positively. Though we find some variations in the slope across provinces, the magnitude is very small among African schools. Strong nonlinearity cannot be detected in these figures. However, it seems that while some provinces, such as Eastern Cape, Northern Province, and North West, did not experience large changes in learners at the school level, other prov- inces, such as Free State, KwaZulu-Natal, and Western Cape, have gone through large changes in number of learners.


For African secondary schools by province, it is also found that changes in educators responded to those in learners positively in all provinces. However, except in KwaZulu-Natal, the variations in educator change seem to be larger in this case than those for primary schools. In this sense, the equity-improving interventions were larger in secondary schools, and thus worked to narrow the gaps across schools.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150