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ARTICLES

The evolution of educational inequalities through secondary school: Evidence from a South African panel study

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Figures & data

Figure 1: Kernel density distributions of TIMSS mathematics scores and matric mathematics scores by former department and by race

Figure 1: Kernel density distributions of TIMSS mathematics scores and matric mathematics scores by former department and by race

Table 1: Descriptive statistics of key outcomes by race, former department and year of reaching matric

Table 2: Grade repetition rates by race group according to GHS 2011

Figure 2: Age-specific enrolment rates

Figure 2: Age-specific enrolment rates

Table 3: Mean TIMSS mathematics scores by ex-department and matric cohort

Figure 3: Predicted probabilities of passing matric by former department (based on )

Figure 3: Predicted probabilities of passing matric by former department (based on Table 4)

Table 4: Probit regression predicting passing matric

Table 5: Participation in matric mathematics by former department

Figure 4: Predicted probability of taking mathematics in matric by former department (based on )

Figure 4: Predicted probability of taking mathematics in matric by former department (based on Table 6)

Table 6: Probit regression predicting participation in matric mathematics

Figure 5: Lowess regression of matric standard grade mathematics scores against TIMSS mathematics scores

Figure 5: Lowess regression of matric standard grade mathematics scores against TIMSS mathematics scores

Figure 6: Kernel density distributions of TIMSS mathematics scores by former department only amongst those taking standard grade matric mathematics

Figure 6: Kernel density distributions of TIMSS mathematics scores by former department only amongst those taking standard grade matric mathematics

Figure 7: Proportion of Grade 8 students going on to achieve at least 50% in matric mathematics

Figure 7: Proportion of Grade 8 students going on to achieve at least 50% in matric mathematics

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