Student achievement, school quality, and an error-prone family background measure: exploring the sensitivity of the Heyneman-Loxley effect in Southern and Eastern Africa

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 2 Student and family background descriptive statistics

Education system	Age (in Months)		Females		SES Index		Variance		Reliability ratio
Education system	M	SE	M	SE	M	SE	SES Index	CSEM	Reliability ratio
Botswana	153.45	0.40	0.50	0.01	0.47	0.07	1.47	0.29	0.84
Eswatini	166.25	0.57	0.50	0.01	0.16	0.05	1.05	0.23	0.82
Kenya	165.14	0.80	0.49	0.01	−0.62	0.05	0.79	0.20	0.80
Lesotho	168.02	0.64	0.55	0.01	−0.50	0.04	0.69	0.19	0.78
Malawi	169.47	0.86	0.49	0.01	−1.01	0.04	0.74	0.23	0.76
Mauritius	136.45	0.14	0.49	0.01	1.55	0.04	0.96	0.45	0.68
Mozambique	170.21	0.96	0.46	0.01	−0.90	0.06	1.17	0.27	0.81
Namibia	163.21	0.57	0.52	0.01	−0.29	0.06	1.31	0.23	0.85
Seychelles	138.59	0.09	0.49	0.01	1.46	0.04	0.52	0.37	0.58
South Africa	154.56	0.39	0.51	0.01	0.65	0.05	1.37	0.30	0.82
Tanzania	174.98	0.81	0.51	0.01	−1.03	0.04	0.62	0.22	0.74
Uganda	169.41	0.68	0.51	0.01	−0.91	0.04	0.74	0.22	0.77
Zambia	168.99	0.93	0.49	0.01	−0.65	0.06	1.08	0.23	0.82
Zanzibar	169.70	0.69	0.57	0.01	−0.53	0.06	0.88	0.21	0.81
Zimbabwe	149.20	0.48	0.56	0.01	−0.22	0.07	1.03	0.21	0.83

Note. M represents the sample mean and SE is the respective standard error. All calculations of sample means, standard errors, and variances use the survey package in R, version 4.1-1 (Lumley, 2021)