Tout Timoun Ap Li (ToTAL), All Children Reading: Year 1 EGRA Endline Report, Revised
- Students showed dramatic gains on initial sound identification and substantial gains on letter sounds in the two treatment groups.
- Promising trends emerged on listening comprehension, which warrant attention in the second year.
- Across all skills measured, students failed to reach desired proficiency, with limited implementation time and limited teacher adherence to guidelines.
- Most teachers completed about one quarter of a full year's curriculum by endline testing.
- Student scores at baseline were low, so even in spring students lacked critical prerequisite skills.
RTI International prepared this revised Year 1 endline report under the EdData II contract for USAID/Haiti. It measures reading proficiency at baseline and endline for three groups: Treatment A schools with classroom materials and support, Treatment B schools that also received community mobilization, and a control group. The baseline sample covers 148 schools in two corridors, 62 Treatment A, 58 Treatment B and 28 control schools.
Because of delays in project start, most teachers completed about one quarter of a full year's curriculum before endline testing. Students gained markedly on initial sound identification and letter sounds, with promising trends in listening comprehension, but proficiency stayed below desired levels across all skills. The report recommends refining the materials, continued teacher training, more books and reading opportunities, teacher training in classroom assessment, and faster flow of field data from coaches.
How to cite
RTI International; United States Agency for International Development (USAID), 2013, Tout Timoun Ap Li (ToTAL), All Children Reading: Year 1 EGRA Endline Report, Revised, accessed via HaitiDocs, https://www.haitidocs.org/doc/rti-2013-total-year1-egra-endline
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- RTI International|USAID