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Description
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The Early Grade Reading Study (EGRS I) evaluated three Setswana Home Language interventions: teacher training, on-site training and coaching, and parental involvement. To evaluate the impact and sustainability of the EGRS, data was collected in 2021 by Khulisa. The purpose was to determine whether the results from the original cohort of learners whose teachers received the intervention, would be sustained into Grade 7 in
2021.
The results show evidence of a sustained impact from the coaching intervention on several
Setswana (home language) outcomes. Although there was a significant average impact for
all learners in the coaching intervention on only one of the Setswana oral reading passages,
the most consistent impacts were for learners who received the maximum dosage of the
EGRS I intervention in Grades 1 to 3 (i.e., those who progressed, as intended, through the
three years of the intervention from 2015 to 2018). Significant impacts were found for these
learners on four of the seven Setswana reading outcomes (with marginally significant
impacts on the rest). This provides evidence that results from an early grade reading
intervention can be sustained into upper grades but also points to the importance of dosage.
Interestingly, the coaching intervention also showed a statistically significant impact on
retention, with a smaller proportion of attriting learners than the control group (38% versus
45%).
While English First Additional Language (EFAL) results followed a similar pattern to Setswana HL results (with the largest magnitude, positive impacts for the coaching intervention), there were ultimately no statistically significant long-term intervention crossover effects on EFAL. Additionally, heterogeneous impacts were limited, with some evidence that learners with different baseline scores (from Grade 1) may have been impacted differently by the interventions.
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Citation
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Stern, J., Jukes, M., Roper, M., Taimo, L., & Bisgard, J. 2022. Evaluation Report: Sustainability Impact Evaluation of the Early Grade Reading Study I. USAID.
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