Abstract
ABSTRACTTo analyze how socio-economic factors and behavioural characteristics are related to the failure of academic progress. Data of the 1993 Birth Cohort of the city of Pelotas, Brazil, were analyzed using four follow-up waves. As a measure of the failure of academic progress, we used indicators of the age-grade gap. We analyzed the association of demographic, socio-economic, and behavioural characteristics. Factors associated with failure of academic progress were assessed through logistic regression. There are a higher odds of the age-grade gap when the adolescent is not white, man, of low socio-economic status, whose parents have low schooling and living in large families. In relation to risk behaviours, alcohol and tobacco consumption represent higher odds of the age-grade gap at age 18. The results show that socio-economic factors and behavioural characteristics are important predictors of academic progress. Public policies that seek to promote education should be targeted at the most vulnerable groups, decreasing the observed inequalities.
Highlights
Education is a major concern in low- and middle-income countries (LMICS) as it is strongly related to economic growth and social development (OECD, 2012)
Its economy is based on commerce and agribusiness and in spite of being situated in one of the most developed regions of the country, Pelotas presents a high concentration of income, with around 60% of its income on the hands of the wealthiest 20%, and according to municipal human development index (MHDI), Pelotas presents an educational index of 0.632, considered intermediate (UNDP, 2013)
This study sought to identify social and behavioural factors associated with the age-grade gap in a birth cohort in southern Brazil
Summary
Education is a major concern in low- and middle-income countries (LMICS) as it is strongly related to economic growth and social development (OECD, 2012). The economic and social costs of the failure of academic progress are high, and the proper completion of high school imbue individuals with a better perspective of life through improved health and better jobs (OECD, 2012). Child and youth health is seen as a fundamental political issue for LMICS since investment in health, mainly during the first period of infancy, affects the potential development of the individual (Glewwe, 2005; Glewwe, Jacoby, & King, 2001). Most studies have focused on measures of health in infancy and their impact on the development of the individual (Glewwe et al, 2001; Gomes-Neto et al, 1997). Some risk behaviours may be adopted during this period of the life cycle that might jeopardize educational performance and a person’s perspectives in adult life (Viner et al, 2012)
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