The US Agency for International Development (USAID)/Uganda Literacy Achievement and Retention Activity (herein referred to as the Literacy Achievement and Retention Activity or Activity) is designed to support the Government of Uganda, through the Ministry of Education and Sports (MoES), to improve early grade reading (EGR) skills and retention by strengthening reading instruction, building a positive and supportive school climate for learning, and reducing school-related gender-based violence (SRGBV). Between March and June 2016, the Activity conducted baseline studies for the purpose of testing this hypothesis. Result 1 of the Activity focuses on improved delivery of EGR instruction, while Result 2 focuses on improving the quality of the school climate and eliminating violence in schools. To establish a baseline for Result 1, the Activity carried out Early Grade Reading Assessments (EGRAs) for Grade 1 and Grade 2 pupils. For Result 2, the baseline included Grade 3 and Grade 5 pupils’ experience of SRGBV; pupils’ perception of the school climate; and pupil, school staff, and parent attitudes about gender norms. The EGR study was conducted in March 2016, while the SRGBV assessment and related mediating factors of school climate and gender attitude was conducted between April and June 2016. At the time of the Baseline Report in September 2016 (RTI International), findings from the Result 2 study were not yet fully available. The purpose of this addendum is to report on the Result 2 findings, thus completing the 2016 Baseline Report, which focused primarily on Result 1. In this addendum there are selected summaries of information that are also provided in the 2016 Baseline Report but refer the reader to the 2016 Baseline Study Report for more detailed information on these topics, as needed.