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ERIC Number: ED516080
Record Type: Non-Journal
Publication Date: 2011-Jan-15
Pages: 108
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
EGRA Plus: Liberia. Program Evaluation Report
Piper, Benjamin; Korda, Medina
RTI International
Building on the success of the Early Grade Reading Assessment (EGRA) as a measurement tool, many countries have begun to show interest in moving away from assessments alone and toward interventions focused on changing teacher pedagogy, and as a result, increasing student reading achievement. Liberia, for example, began an EGRA-based intervention, called EGRA Plus: Liberia, in 2008. The results from the EGRA Plus midterm evaluation showed very promising results on a variety of learning outcomes. This report is an impact evaluation of the EGRA Plus program at project completion, and it presents compelling evidence that a targeted reading intervention focused on improving the quality of reading instruction in primary schools can have a remarkably large impact on student achievement in a relatively limited amount of time. Appendices include: (1) Calibration of Baseline, Midterm, and Final Assessments; and (2) Estimating the Impact of Full and Light Treatment on Outcomes, Disaggregated by Sex and Grade (extracted from differences-in-differences estimates). (Contains 28 tables, 29 figures and 30 footnotes.) [This report was prepared by the Liberian Education Trust.]
RTI International. P.O. Box 12194, Research Triangle Park, NC 27709-2194. Tel: 919-541-6000; e-mail: publications@rit.org; Web site: http://www.rti.org
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: United States Agency for International Development; RTI International
Identifiers - Location: Liberia