Abstract
Since 1997 Uganda has seen a large increase in school enrolment. Despite this increased enrolment, universal education has remained elusive. Many children enrol in school, but not at the recommended age, and they drop out before completing school. This article focuses on one of these problems – delayed school entry. What household factors are associated with delayed school entry? Delaying school entry is likely to hinder the achievement of universal education and the development of the cognitive competencies of Ugandan children. Using 2006 Uganda Demographic and Health Survey data, this study examines the household factors associated with school entry. The results show that the survivorship of the mother, female headship, and the head's level of education are all associated with a lower probability of delayed enrolment.
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