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.