Multiple Alternative Indicators for Gauging School Effectiveness in Sub-Saharan Africa

Since the 1980s, school effectiveness research (SER) has been conducted with an aim of improving the educational quality in Sub-Saharan Africa. The majority of studies to date have focused on academic achievement measured at a single point in time as an output indicator of effectiveness. However, school effectiveness can be assessed through other measures of academic achievement. The present study suggests four related indicators: rate of grade repetition, dropouts, transfers, and achievement growth. These indicators are used because they have been found to correlate to low completion rate in primary education in Sub-Saharan Africa. This study explores application of these alternative indicators toward helping improve quality of education in this region