Evaluación de Lectura Inicial en El Salvador: Infome Final

La Agencia de los Estados Unidos para el Desarrollo Internacional (USAID) decidió financiar este estudio para proporcionar información actual al Ministerio de Educación (MINED) y al Gobierno El Salvador sobre el desempeño en lectura de los estudiantes de segundo y tercer grado a nivel nacional y, específicamente, en las escuelas ubicadas en los municipios del Plan El Salvador Seguro (PESS). PESS es un plan nacional para ayudar a 50 municipios cuyos índices de violencia y delincuencia son altos. La vinculación entre educación (tanto matricula como aprendizaje) y la violencia es una de las razones clave por la cual tanto el MINED como USAID quieren obtener más información sobre el estado de las habilidades lectoras en los grados iniciales. El MINED destacó su compromiso en mejorar la lectura cuando se inauguró el año escolar 2018 con una promesa de terminar con el analfabetismo. Para entender el desempeño en lectura de los grados iniciales, USAID solicitó a RTI que efectuara el presente estudio utilizando la Evaluación de Lectura Inicial (EGRA, por sus siglas en ingles), un instrumento adaptado y validado en más que 70 países. EGRA mide las habilidades básicas para poder leer con fluidez y con comprensión, que es el objetivo final de la lectura.

Repetition of Primary 1 and Pre-primary Education in Uganda

This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and attendance in pre-primary education. The study explored knowledge and practice about the age of entry for children into pre-primary education and Primary 1. It also documented parents’ knowledge and expectations about participation in pre-primary education. The study was conducted in two purposefully selected districts in Uganda (a “high-risk” district—with higher rates of poverty and reported repetition—and a “low-risk” district—with lower rates of poverty and reported repetition) by RTI International, with support from the Development Research and Social Policy Analysis Center, a Ugandan data collection firm. In addition to answering research questions about early primary repetition and pre-primary attendance, the pilot aimed to test a methodology of triangulating information from the Education Management Information System, school records, and parents’ reports. The study confirmed that it is possible to compare data from teacher and classroom records with data from parent and teacher interviews; parents or caregivers were invited to come to school for an interview, and a large percentage did. The study also showed that according to teachers and parents, repetition rates in Primary 1 are much higher than perceived by the system. Repetition rates in Primary 1, as perceived by parents and teachers, are quite high—roughly 30% to 40%, depending on source and location. In addition, parents reported that early entry into Primary 1 (and the possible resulting repetition) is being used as a substitute for pre-primary education due to the lack of preprimary schooling options. Some parents send their children to school at an early age because they cannot afford pre-primary schooling, even though they realize the child might have to repeat the year or will learn less the first time through Primary 1. For children who attended pre-primary, the data demonstrate a strong “protective” effect on their chances of repeating Primary 1 (i.e., the children who attended pre-primary were less likely to repeat in Primary 1). Gender was not found to affect these issues to any significant degree.

Complex Data Analysis: Improve your data analytic abilities using Stata and Early Grade Reading and Mathematics Assessment Data

Workshop delivered at CIES 2017 (Atlanta). The workshop will begin with introducing participants to accessible online educational survey data from EGRA and EGMA. Participants will be introduced to two different early grade reading surveys and the data sets associated with them. They will be given the opportunity to review the original research questions, sample methodology, and instruments in order to understand the context of the survey. Participants will then explore the data to better acquaint themselves with the data’s: structure, content, abilities, and limitations.

Equity Identification at Baseline

Presentation delivered at CIES 2017 (Atlanta). A systematic way to use baseline evaluation studies to help define and identify disadvantaged schools in an intervention program.

Examination of Over-Enrollment, Repetition, and ECD Access in Uganda [Presentation]

[Presentation delivered at CIES 2017]. Education system data has indicated a pattern of over-enrollment in the early grades in some low-income countries. One factor that may influence the observed enrollment bulge is access to pre-primary education programs, as children who do not enter school prepared could be more likely to repeat leading to more children enrolled than are of enrollment-age. This presentation reports on a research study undertaken in Uganda to better understand pupil enrollment and repetition in Primary 1 as it relates to pre-primary access. Data was collected from schools in a district with high reported repetition, lack of or low preprimary access, and high apparent dropout between grade 1 and 2, and a district with low reported repetition, high preprimary access, and low apparent grade 1 dropout. School records were reviewed to collect ages of enrolled pupils and repeater status, in order to calculate age patterns and repetition rates in Primary 1 for each district. In addition, parents of randomly sampled pupils were interviewed about their child’s preprimary attendance, repetition of primary one or other grades, and access to preprimary education programs. Teachers of the sampled pupils were also interviewed regarding pupil age and repetition history. Overall, data was collected on 1,909 pupils in 80 schools, and 1,792 parents were interviewed. The presentation will focus on the following research questions: 1) What are the estimated repetition rates as reported by parents and schools in Primary 1 in schools in the sampled low- and high-risk districts in Uganda; 2) What are the ages of the pupils attending Primary 1 in our sample of Uganda schools and how does this relate to repetition; 3) How do the reported repetition rates relate to parent report of ECD attendance and access; and 4) What is the discrepancy between school-reported and parent-reported repetition rates. Data collection methods, measurement of repetition and ECD attendance and access, and policy conclusions will also be discussed.

Report on the Pilot Application of Lot Quality Assurance Sampling (LQAS) in Ghana to Assess Literacy and Teaching in Primary Grade 3

This report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Ghana. It also suggests next steps for applying LQAS more broadly for education program monitoring.

Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management in Jordan [Arabic version]

وفيما يتعلق بالأدوات التي تم استخدامها في هذا المشروع – مشروع المسح الوطني لتقييم القراءة والحساب للصفوف الأولى)إيجرا وإيجما( في الأردن – فقد تمت مواءمتها بشكل خاص لكي تتلاءم مع المنهاج الأردني، وذلك من خلال ورشة مواءمة ضمت متخصصين تربويين من وزارة التربية والتعليم ومن معهد تراينجل للأبحاث )أر.تي.آي إنترناشيونال() RTI )International الذين عملوا جنباً إلى جنب مع خبراء التعليم الأساسي ومعلمي القراءة والحساب المحليين ) الأردنيين( وذلك من اجل الخروج بتصاميم )نماذج( مختصرة لتقييم القراءة وتقييم الحساب في الصفوف الأولى، )إيجرا وإيجما( باستخدام مواد مناهج الصف الثاني والثالث. إضافة إلى تقديم تقييمات شفوية فردية للطلبة. وقد قام معهد أر.تي.أي إنترناشيونال ) RTI International( بالتعاون مع شريكه، دجاني للاستشارات، بإرسال فرق بحث لمقابلة مدراء المدارس والمعلمين، وكذلك لإجراء جرد لمصادر التعلم في المدارس والصفوف، ولملاحظة دروس الحساب والقراءة كجزء من المسح القائم لوصف مدى فعالية الإدارة المدرسية. في آذار 2012، بعد أسبوع من التدريب، قامت فرق البحث، والمكونة من فريق عمل شركة الدجاني للاستشارات والمتعاقدين وكذلك أفراد من العاملين في وزارة التربية والتعليم، بزيارة ما مجمله 156 من المدارس الابتدائية حول الأردن. وقد تم اختيار معلم للصف الثاني وآخر للصف الثالث بشكل عشوائي من كل مدرسة، وقد تم أيضا اختيار 10 طلبة بشكل عشوائي من هذه الصفوف لإجراء تقييم مهارات القراءة والحساب للصفوف الأولى )إيجرا وإيجما(، وكذلك إجراء مقابلات معهم للحديث حول تجربتهم في المدرسة. وقد تم اختيار 3120 طالباً للمشاركة في التقييمات والمقابلات. وبالفعل، تم مقابلة المعلمين الذين تم اختيارهم، كما قام أحد كبار المعلمين، في وجود أحد الباحثين، برصد أداء معلم الصف الثاني أثناء تقديمه لدرس القراءة ودرس الحساب. وقد قام الباحثون بعمل جرد لساحات المدرسة والغرف الصفية المختارة. وقد تم الانتهاء من جمع البيانات في نهاية أيار 2012.

Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management in Jordan [English version]

To gain insight into both student facility with foundational skills and to better understand characteristics among Jordanian schools associated with this performance, USAID/Jordan, in partnership with the Jordan Ministry of Education (MOE), contracted with RTI International under the Education Data for Decision Making (EdData II) project to conduct the SSME, including the EGRA and EGMA, in a sample of primary schools in Jordan. The hope is that evidence-based information resulting from the survey can inform future education policy decisions, as needed. The instruments used in this project—the National Early Grade Literacy and Numeracy Survey in Jordan—were adapted specifically for the Jordanian context during an adaptation workshop with the Ministry of Education. RTI’s education specialists worked together with local Jordanian reading, math, and primary school experts and officials to design abbreviated versions of the Early Grade Reading Assessment (EGRA) and the Early Grade Mathematics Assessment (EGMA), using curriculum materials for grades 2 and 3. In addition to administering individual oral assessments of students, RTI and its local partner, Dajani Consulting, sent research teams to interview School Principals and teachers, conduct inventories of school and classroom resources, and observe reading and math lessons as part of the SSME survey.

Iraq Education Surveys–MAHARAT Task 1: Analysis of Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management (English version)

This analysis report was written to gain insight into both student facility with foundational skills and to better understand characteristics among Iraqi schools associated with this performance. In 2012, USAID/Iraq, in partnership with the Ministry of Education (MoED), contracted with RTI International under the Education Data for Decision Making (EdData II) project to conduct an EGRA, EGMA, and SSME in a sample of primary schools in Iraq.

National Early Grade Literacy and Numeracy Survey Jordan: Intervention Impact Analysis Report in Arabic

This report, translated in Arabic, discusses the impact and results of the pilot intervention that was implemented during the 2013-2014 school year across 43 schools reaching more than 400 teachers and approximately 12,000 students in Jordan.

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