Primary completion and achievement for 8th grade girls in rural Ethiopia: a gap analysis for gender inequities

This qualitative study applies the gap analysis framework (Clark & Estes, 2008) to examine gender inequities in grade 8 girls’ achievement in rural Ethiopia. The purpose of this study was to determine if girls at two imagine1day schools in the Kilte-Awelalo district have equal opportunity in learning. Although there is a considerable achievement gap for boys and girls, this study focuses specifically on the inequities related to grade 8 girls, since improving girls’ education is a critical development strategy to promote economic growth and reduce fertility. This study sought to determine gaps in teacher knowledge, motivation, and organization that affect girls’ achievement. Interviews and observations were conducted with teachers, principals, and community members to identify these gaps. Additionally, data analysis was conducted. Findings from this study reveal that the performance of girls is obscured by inflated passing rates that result from an extremely low government benchmark to pass the test, which conceals gender inequities. The study also found negative implications for overage students, particularly overage girls, who often drop out of school at the onset of puberty or due to cultural practices including early marriage (Colclough, 2000; Lewin, 2007). The findings may be useful to schools in other rural districts in Ethiopia that are focused on boosting girls’ achievement. In addition, this study goes beyond the data available in government reports, which typically do not include achievement data from the critical transition point between primary and secondary school. Taking achievement data into account in a critical next step in order to create educational equality.