Determinants of Primary School Child Progression in Uganda

Abstract

This paper examines the factors that influence primary school child progression in Uganda. We compare the results of the Poisson and Negative Binomial models in a developing country setting. We find that children from poorer households have lower school child progression than those from wealthier households. The study also finds a positive and significant relationship between child interschool movement and school child progression. Similar findings are obtained between the level of the father’s education and school child progression. We also find that geographical location matters for primary school child progression. Specifically, primary school children from Kampala, Northern and Eastern regions have higher chances of progression as compared to Western region. It is possible that for Northern and Eastern regions, the Government investment programs are possibly beginning to pay off. Therefore, specific education interventions in lagging areas of the country may contribute to improved education outcomes.