Table 6.
Summary of results by skill, grade attainment level (low or high), and study
| AGEP (Zambia) | |||||
|---|---|---|---|---|---|
| Grade Attainment | Skill | BALIKA (Bangladesh) | MSAS (Malawi) | Rural | Urban |
| High Attainment (grade 8 or higher) | |||||
| English literacy | None* | None* | None* | None | |
| Local language literacy | None | None | None* | None | |
| Numeracy | None | None* | –– | –– | |
| Low Attainment (grade 7 or lower) | |||||
| English literacy | Negative* | Negative* | Negative* | Negative | |
| Local language literacy | Negative | None | Mixed* | None | |
| Numeracy | Negative | Negative* | –– | –– | |
Notes: In several cases, the <grade 6 attainment group experienced a different pattern from the rest of the sample. This summary table shows overall trends, despite these exceptions for the lowest grade attainment group.
*Statistically significant interaction between grade attainment and childbearing for each learning outcome.