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 1 Education system characteristics and achievement descriptive statistics

Education system	National income	Sample		Reading achievement		Mathematics achievement		HIV/AIDS knowledge achievement
Education system	National income	Students	Schools	M	SE	M	SE	M	SE
Botswana	6,120	3868	160	534.64	4.96	520.53	3.78	499.10	4.65
Eswatini	2,560	4030	172	549.39	2.98	540.84	2.37	530.80	3.19
Kenya	640	4436	193	543.11	5.21	556.96	4.19	509.27	4.64
Lesotho	1,030	4240	182	467.87	3.03	476.91	2.74	464.74	3.79
Malawi	250	2781	139	433.50	2.60	447.02	2.84	511.70	6.47
Mauritius	5,580	3524	152	573.54	5.46	623.27	6.39	453.09	4.67
Mozambique	330	3360	183	476.04	3.56	483.81	2.67	507.00	6.15
Namibia	3,450	6398	267	496.92	3.91	471.03	2.99	502.04	3.81
Seychelles	8,960	1480	24	575.10	6.55	550.65	5.14	487.72	4.82
South Africa	5,720	9071	392	494.95	5.41	494.84	4.27	502.82	4.18
Tanzania	410	4194	196	577.76	3.49	552.72	3.61	575.90	4.45
Uganda	370	5307	264	478.68	3.65	481.90	3.11	489.01	4.33
Zambia	770	2895	157	434.41	3.44	435.15	2.51	488.09	4.46
Zanzibar	410	2791	143	533.88	3.54	486.20	2.43	500.84	3.37
Zimbabwe	340	3021	155	507.68	6.68	519.79	5.68	477.27	5.72

Note. National income is the 2007 gross national income per capita using the World Bank Atlas method (World Bank, 2009). M represents the sample mean and SE is the respective standard error. All calculations of sample means and standard errors use the survey package in R, version 4.1-1 (Lumley, 2021)