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Regression results show that only student late arrival/early departure has significant and comparatively large effects on both outcomes. Findings are also discussed in relation to opportunity-to-learn theory.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Length Research Paper  \nOpportunity to learn and its consequences for student learning outcomes in basic education schools in Zambia  \nMark Ginsburg1*, David Balwanz2, Dennis Banda3, Jeongin Park4, Geoffrey Tambulukani3 and Wei Yao4  \n1Global Learning Group, Washington, DC, 20009 USA.  \n2College of Education, University of Maryland, USA.  \n3School of Education, University of Zambia, Zambia.  \n4Teachers College, Columbia University, USA.  \nAccepted 29 September, 2014  \n\n| ABSTRACT\u003Cbr>This study investigates inter-school variations in several dimensions of opportunity to learn as well as examines the extent to which these measures significantly affect students’ performance on grade 7 literacy and numeracy exams. After situating the study within the global discourse emphasizing the importance of providing access to quality education to all children and youth, the article reviews the theoretical and empirical literature on opportunity to learn. Data for this study come from the Annual School Census, national examination results, and a field study conducted in 2011 in 190 schools in all 9 provinces in Zambia. The findings indicate variation across schools in measures of opportunity to learn: a) days schools was open during year, b) hours schools was open during the day, c) teacher absenteeism, d) teacher late arrival/early departure, e) student absenteeism, and f) student late arrival/early departure. The regression analysis findings indicate that, of these dimensions of opportunity to learn, only student late arrival/early departure had significant and relatively large effects on both literacy and numeracy exam performance, when controlling for other sets of variables in the models (teacher quality, inservice education and supervisory support of teachers, and school/community context) . The article concludes by considering why the findings do not strongly support the theory of opportunity to learn.\u003Cbr>Keywords: Basic education, opportunity to learn, student learning outcomes, Zambia. |\n| --- |\n| *Corresponding [author. E-mail: mginsburg49@yahoo.com. Tel:](author. E-mail: mginsburg49@yahoo.com. Tel:) +1-202-884-8849. Fax: +1-202-884-8408. |\n\nINTRODUCTION  \nThis study, undertaken in February to March 2011, reflects concerns expressed internationally to improve access to as well as quality of education. For example, the World Declaration on Education for All called for“improving every aspect of quality of education, and ensuring excellence so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills” (Inter-Agency Consortium, 1990) . Ten years later, the Dakar Framework for Action (UNESCO, 2000) reaffirmed this goal of “improving all aspects of the quality of education and ensuring excellence of all so that recognized and  \nmeasurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.”  \nSince the 1990 Jomtien conference and especially since the 2000 Dakar meeting, national governments and international organizations have signaled their commitment to education for all ( EFA) by spending billions of dollars on programmes and reforms designed to improve equitable access to quality basic education. Nevertheless, although the amount of funds expended is sizeable, UNESCO (2014) reported that “even before the economic downturn, donors were off track to fulfil the promise they made in 2000” (p. 127) and that there is “no  \nsign” that “overall aid will stop declining before the 2015 deadline for education goals is reached” (p. 131) .  \nAmong other things, governments and international organizations sought to improve educational quality focusing on the following: school construction, administrator and teacher development , supervisory guidance and support of teachers, educator career structures, curriculum and materials developmen","cbCaiaY6H70Tkcte","https://ap.wps.com/l/cbCaiaY6H70Tkcte","pdf",313643,34,"English","# Introduction\n## Study context and education-for-all commitments\n## Zambia policy, access expansion, and outcome focus\n## Opportunity-to-learn and education quality assessment","[{\"question\":\"Which opportunity-to-learn dimensions are analyzed in the study?\",\"answer\":\"The study measures inter-school variation in school days open, school hours open, teacher absenteeism, teacher late arrival/early departure, student absenteeism, and student late arrival/early departure.\"},{\"question\":\"What is the main finding about effects on grade 7 literacy and numeracy performance?\",\"answer\":\"When controlling for other variables, only student late arrival/early departure shows significant and relatively large effects on both literacy and numeracy exam performance.\"},{\"question\":\"What data sources are used for the research?\",\"answer\":\"Data come from the Annual School Census, national examination results, and a 2011 field study covering 190 schools across all 9 provinces in Zambia.\"}]","Opportunity to learn and its consequences for student learning outcomes in basic education schools in Zambia | PDF",86]