In May 2023, the MoE’s Examination and Test Managing Directorate (ETMD), with technical support from Jordan's RAMP initiative, funded by USAID and UKAID, conducted a final national survey over 8 years (2015-2023) to measure RAMP’s impact and the impacts of remedial programs addressing students’ learning loss during epidemic-related school closures. The study included 2,181 schools and approximately 244,389 G2 and G3 students, encompassing both Syrian and refugee camp schools. Using previous surveys as benchmarks, the study revealed substantial improvements in reading and mathematics skills for G2 and G3 students in 2023 compared to 2019 and 2021. Notably, G2 students in MoE traditional schools showed remarkable progress, with reading proficiency increasing from 10.7% in 2021 to 42.4%, while G3 students improved from 39.4% to 60.3%. Similar improvements were seen in Syrian refugee schools, with G2 students' reading proficiency rising from 7.2% in 2021 to 36.3% in Syrian day schools and from 4.1% to 15.8% in refugee camp schools. G3 students in Syrian day schools improved from 43.9% to 51.6%, and those in refugee camp schools increased from 15.9% to 29.6%. Notably, there was a decrease in students receiving zero scores in oral reading fluency (ORF) in MoE traditional schools, with G2 students dropping from 21.3% in 2021 to 4.2% in 2023. Similar improvements were observed in Syrian schools, as G2 students in Syrian day schools decreased from 26.1% to 7.7%, and those in refugee camp schools decreased from 69.4% to 22.2%. Regarding mathematics, improvements were noted in 2023: G2 from 6.1% to 13.7%, and G3 from 18.4% to 29.3%. However, there was no progress compared to 2019, with G2 at 13.7% (down from 18.7%) and G3 stable at 29.3% (up from 29.2%). The report emphasized recommendations, including supporting low-performing schools, implementing specialized programs to engage parents in supporting their children's learning, particularly in mathematics. It highlighted the need for teacher training in mathematics, increasing weekly mathematics lessons, and assigning specialized mathematics teachers for early grades. Further suggestions encompassed continuous capacity-building for teachers and supervisors, a focus on effective assessment methodologies, and fostering professional accountability. The report underscored the importance of practical, in-person teacher training and the necessity for ongoing monitoring and evaluation to drive improvements in early-grade education.