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This study relied on a situation analysis to examine quality features of the primary school environment at the 7th and 8th levels in 3 rural districts of Kenya. The aim was to explore the relationship between school quality and educational participation and attainment of adolescent boys and girls. The study was done during May-August 1996 in Kilifi Nakuru and Hyeri districts. The sampling strategy involved 3 stages which resulted in 76% of the adolescents in the household survey having attended or in attendance at 1 of the 36 sample schools. Data included school and household surveys school observations and interviews with teachers. The framework was distilled from school effectiveness literature and earlier work of Mensch and Lloyd (1998). School quality was conceptualized as including time to learn (11 factors) material inputs (36 factors) and school and classroom dynamics (29 factors). Factor analysis was used to reduce key quality factors to 43 variables. It was assumed that factors should reflect potentially different effects for boys and girls. Findings indicate that girls who started late were disadvantaged in school attainment. Kenyas flexible policy on age at entry encourages greater enrollment. Retention of girls in school was largely determined by family. School matters and gender differences in treatment affected timing of dropout. School environments discouraged girls if boys were favored in class and provided with a more supportive environment (e.g. advice harassment of girls or girls expectation of unequal treatment).

The effects of primary school quality on the educational participation and attainment of Kenyan girls and boys