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21 |
Read To Succeed Project (RTS) was a five-year project funded by the U.S. Agency for International Development (USAID) in partnership with the Government of the Republic of Zambia (GRZ). With Zambia exhibiting the lowest student achievement scores among the South African Development Community – SADC, RTS took a “whole school, whole teacher, whole child” approach to ensure that Government Basic Schools become centers of learning, care and support providing children with opportunities to learn and flourish. RTS aimed to improve early grade reading through school effectiveness in Government primary schools in six provinces: Eastern, Luapula, Northern, North Western, Western and the newly-created Muchinga.
For each of the baseline, midline and endline evaluations, RTS tested grade 2 and 3 students’ reading ability in the four local languages Icibemba, Chinyanja, Kiikaonde and Silozi in government primary schools. A representative sample of students was randomly selected from schools across 16 districts (12 intervention and 4 control districts) within the 6 provinces. The 4 control districts were selected based on 4 local languages in which EGRA was conducted. The selection of schools was stratified by language and clustered by location, specifically by zone, district, and province.
This data file contains the 2016 EGRA endline. |
https://data.usaid.gov/d/msua-kk9k |
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21 |
Read To Succeed Project (RTS) was a five-year project funded by the U.S. Agency for International Development (USAID) in partnership with the Government of the Republic of Zambia (GRZ). With Zambia exhibiting the lowest student achievement scores among the South African Development Community – SADC, RTS took a “whole school, whole teacher, whole child” approach to ensure that Government Basic Schools become centers of learning, care and support providing children with opportunities to learn and flourish. RTS aimed to improve early grade reading through school effectiveness in Government primary schools in six provinces: Eastern, Luapula, Northern, North Western, Western and the newly-created Muchinga.
For each of the baseline, midline and endline evaluations, RTS tested grade 2 and 3 students’ reading ability in the four local languages Icibemba, Chinyanja, Kiikaonde and Silozi in government primary schools. A representative sample of students was randomly selected from schools across 16 districts (12 intervention and 4 control districts) within the 6 provinces. The 4 control districts were selected based on 4 local languages in which EGRA was conducted. The selection of schools was stratified by language and clustered by location, specifically by zone, district, and province.
This data file contains the 2012 EGRA baseline. |
https://data.usaid.gov/d/qz9y-x5s2 |
|
21 |
Read To Succeed Project (RTS) was a five-year project funded by the U.S. Agency for International Development (USAID) in partnership with the Government of the Republic of Zambia (GRZ). With Zambia exhibiting the lowest student achievement scores among the South African Development Community – SADC, RTS took a “whole school, whole teacher, whole child” approach to ensure that Government Basic Schools become centers of learning, care and support providing children with opportunities to learn and flourish. RTS aimed to improve early grade reading through school effectiveness in Government primary schools in six provinces: Eastern, Luapula, Northern, North Western, Western and the newly-created Muchinga.
For each of the baseline, midline and endline evaluations, RTS tested grade 2 and 3 students’ reading ability in the four local languages Icibemba, Chinyanja, Kiikaonde and Silozi in government primary schools. A representative sample of students was randomly selected from schools across 16 districts (12 intervention and 4 control districts) within the 6 provinces. The 4 control districts were selected based on 4 local languages in which EGRA was conducted. The selection of schools was stratified by language and clustered by location, specifically by zone, district, and province.
This data file contains the 2014 EGRA midline. |
https://data.usaid.gov/d/dgcz-wkzb |