An analysis of the gap in pupils' educational achievements in Cameroon: Do place of residence and school system matter?

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Abstract The variation in academic achievement in reading and mathematics at the end of primary school between students according to their place of residence (urban/rural), school system of affiliation (public/private, Francophone subsystem/ Anglophone subsystem) motivates this paper. We use data from the 2014 PASEC survey. In a first step, the educational production functions are estimated separately for each group. The results show that, overall, at the end of the primary cycle, students do not benefit from real equality in terms of the quality of their learning in reading and mathematics. The highest proportion of explained gap exists between students in public schools and those in private schools (70%). The gender of the teacher contributes to reducing the gap between public and private while the size of the school reduces the gap between rural and urban areas. JEL CLASSIFICATION: A21; A22; A23; I23; P36

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