| Résumé: | This paper isolates factors affecting Mexican primary school children’s grade repetition rates and their educational outcomes, as measured by reading and math scores on a standardized test. We estimate an econometric production function for primary school education where the endogenous variables are language achievement, math achievement and grade repetition for individual children. The empirical results indicate that gender, socioeconomic status, parental education levels and past repetition of a grade are significant and common determinants of the endogenous variables. This study also shows that more teaching hours and increased student-teacher interaction, coupled with improved facilities and libraries, improve children’s math language achievement scores. Policy implications flowing from these results are outlines.
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