The USAID-FCDO Jordan Early Grades Reading & Mathematics Initiative (RAMP) started in 2015 with the goal to improve Kg-Gr.3 students reading and mathematics skills through improving curriculum system coherency, teacher professional development and coaching, increasing parental involvement, and improving standards, evaluation, monitoring, and accountability systems. The presentation is about how RAMP built a resilient MOE early grades system that could mitigate the learning loss caused after the school closure as a measure of the spread of COVID-19. It was notable the early grades school system was more resilient than the upper levels, administrators and teachers were more ready to cope with a new context where children reading and mathematics skills were varying widely: the MOE was able to rapidly implement a national survey (EGRA/EGMA) to measure learning losses and design a remedial program; teachers were able to use diagnostic assessment tools and identified individual students actual learning needs; teachers were familiar with differentiated instruction and remedial strategies for vulnerable children; and a system was already in place to regularly coach teachers in under-served schools/areas.

This report presents the findings of the Jordan Early Grade Reading and Mathematics Initiative (RAMP) endline survey conducted at the end of the 2018–2019 school year (in May 2019).