Global Journal of Human Social Science, E: Economics, Volume 22 Issue 4

High level of equipment in the class 0.3051 (0.0120) 0.2563 (0.0097) Private school 0.4614 (0.0130) 0.3102 (0.0102) School location (ref. urban area) 0.4204 (0.0129) 0.3285 (0.0104) Number of observations 1465 2021 Source: Authors, based on PASEC 2014 data. Note: standard deviations in parenthesis. With regard to the variables relating to school characteristics, the analyses show that in both the anglophone and francophone subsystems, the average age of teachers is 38 years. In addition, the proportion of male teachers is higher in the francophone subsystem than in the anglophone subsystem (80.55% for the francophone subsystem and 65.39% for the anglophone subsystem). 75.29% of teachers have at least a baccalaureate degree in the anglophone subsystem compared to 52% in the francophone subsystem. The statistics further show that less than half of the schools are private, but that there are more public schools in the anglophone subsystem than in the francophone. Also, more schools in the anglophone subsystem are located in urban areas than in the francophone subsystem (38.85%). VI. E conometric R esults The first section will focus on the results of the estimation of the academic performance of students in each of the educational subsystems and the second section will present the results of the decomposition of the academic performance gap. a) Results of the estimation of students achievements in the francophone and anglophone sub-systems Although this is not the focus of this article, it is interesting to identify in advance the factors that contribute to students' academic performance in each subsystem. Table 2 summarises these results for mathematics (columns 1 and 2) and language (columns 3 and 4).  In mathematics The results in columns (1) and (2) of this table show that most of the variables show expected signs and are relevant to explain the academic performance of students in mathematics for both the anglophone and francophone education subsystems. With regard to the individual characteristics of the child, the related factors explain to different degrees the level of school performance of the child according to the school attendance sub-system. Specifically, increasing age decreases with the student's end-of-year mathematics score, but significantly so at the one percent threshold in the francophone education subsystem. Compared to girls, being a boy increases the mathematics score by 11.9% in the francophone subsystem; the effect of gender is nul when attending the anglophone subsystem. Analyses of the same table also show that characteristics related to the student's family characteristics contribute to the academic performance of students in the francophone and Anglophone subsystems. However, this category of factors contributes more to student performance in mathematics in the Francophone subsystem than in the anglophone subsystem. In particular, compared to students from families with a low standard of living, children from households with a low standard of living saw their performance decrease by 42.3% and 28.8% respectively in the anglophone and francophone subsystems. Also, in both the anglophone and francophone sub-systems, academic performance increases by 12.8% and 17.7% respectively when they live in a household with a high standard of living. With regard to the characteristics specific to school conditions, the table reveals that a class taught by a teacher who has at least a baccalaureate increases the academic success of pupils by 27.3% and 20.9% in the Anglophone and Francophone subsystems respectively. While the teacher’s professional training has no effect on the level of student achievement in the Anglophone subsystem, it is associated with an academic performance advantage for students in the francophone subsystem and increases the latter's level of achievement by 27.8%. Also, a classroom with a low level of equipment significantly decreases the child’s academic performance only in the francophone subsystem. However, when the classroom is equipped with a high level of equipment, it increases students academic success in both systems, by 14.3% in the anglophone subsystem and up to 23.9% in the francophone subsystem. Compared to public schools, private schools in the francophone subsystem perform better than those in the anglophone subsystem, increasing student performance in mathematics by 30.1%. Compared to schools located in rural areas, schools located in urban areas increase student performance in mathematics by 56.6% and 72.5% in the anglophone and francophone subsystems respectively.  In language Columns (3) and (4) of table 3 highlight the results of the OLS estimation of school performance by language education sub-system. It appears that student characteristics and household environment, school conditions influence the academic achievement of students in the educational subsystems. In relation to the characteristics of the pupil and his or her family environment, the results for the Anglophone subsystem show that factors such as age, sex of the pupil, low household standard of living and high household © 2022 Global Journals Volume XXII Issue IV Version I 47 ( ) Global Journal of Human Social Science - Year 2022 E Does the Academic Performance of the Francophone Education Subsystem Exceed that of the Anglophone Education Subsystem at Primary Level? Evidence from Cameroon standard of living play a major role in the success of