A recent study in South Africa has revealed that children who start school developmentally on track are far less likely to remain on track by Grade 3 if they attend no-fee or low-fee schools. The Roots & Shoots study, conducted by Stellenbosch University and funded by the Mr Price Foundation, tracked 557 Grade R learners across 75 public primary schools in the Western Cape from 2022 to 2025. The study found a significant divergence in learning outcomes by school context, with 91% of the schools serving historically disadvantaged communities and charging no or very low fees.
The study's findings show that by Grade 3, 92% of learners in mid-fee schools reached the Grade 3 reading benchmark, compared with 49% in no-fee schools and 36% in low-fee schools. Among learners observed in both the first and fourth waves, the proportion classified as on track fell from 56% to 40% in no-fee schools and from 58% to 32% in low-fee schools. In contrast, the figure remained stable in mid-fee schools, moving from 88% to 90%. This highlights the challenges faced by learners in no-fee and low-fee schools.
According to Octavius Phukubye, director of the Mr Price Foundation, school-readiness is necessary but not sufficient, and many children in poorer schools fall behind without improvements in teaching quality. He emphasized that early-childhood interventions alone have limitations and that a ceiling exists on what can be achieved without better teaching and learning in the Foundation Phase. The study's findings stress the importance of addressing the quality of education in no-fee and low-fee schools.
The study also identified a gender gap in literacy, with 60% of girls reaching the Grade 3 benchmark compared with 42% of boys. However, no comparable gap was found in mathematics. Dr Heleen Hofmeyr, lead researcher at Stellenbosch University, noted that following the same cohort over four years provided a clearer picture of how learning develops over time and highlighted the role of school context in determining whether children remain on track.
The study's findings align with international evidence, which shows that early developmental advantages are sustained only when children transition into high-quality primary school environments. Research in the United States has documented persistent school-readiness gaps between children from poorer and wealthier families. A Princeton University study and a Tennessee-based study have also highlighted the importance of high-quality schools and effective teachers in closing achievement gaps.
The researchers argue that quality early learning depends on capable, well-supported educators and school environments, particularly in no-fee and low-fee schools where gaps are greatest. They stress that resources need to respond to different starting points, with funding, coaching, and learner support concentrated where children face the highest risk of falling behind. The study's authors emphasize the need for coordinated action between government, researchers, implementers, funders, and civil society.
The study's authors believe that government should play a central role in creating coherence across the system. The findings strengthen the case for a comprehensive approach to addressing the challenges faced by learners in no-fee and low-fee schools. The study's results have significant implications for education policy and highlight the need for targeted interventions to support learners in disadvantaged schools.
Key points
- Learners in no-fee schools are less likely to remain on track by Grade 3.
- School context plays a significant role in determining learning outcomes.
- Quality early learning depends on capable, well-supported educators and school environments.
