DEMOCRATI C REPUBLI C O F TH E CONG O Monitoring, Evaluation, and Coordination Contract (MECC): ACCELERE! Activity1 Reading Impact Evaluation Report AID-660-TO-16-00002 Revised: November 20, 2020 Originally Submitted September 2020 This publication was produced for review by the United States Agency for International Development. It was prepared by International Business & Technical Consultants, Inc. (IBTCI) under IDIQ AID-OAA-I-15-00022, Task Order AID-660-TO-16- 00002. Monitoring, Evaluation, and Coordination Contract (MECC): ACCELERE! Activity1 Reading Impact Evaluation Report AID-660-TO-16-00002 Revised: November 20, 2020 Originally Submitted September 2020 This publication was produced for review by the United States Agency for International Development. It was prepared by International Business & Technical Consultants, Inc. (IBTCI) under IDIQ AID-OAA-I-15-00022, Task Order AID-660-TO-16- 00002. MONITORING, EVALUATION, AND COORDINATION CONTRACT: ACCELERE! Activity1 Reading Impact Evaluation Report Revised November 24, 2020 International Business and Technical Consultants, Inc. (IBTCI) In the US: 8618 Westwood Center Drive Suite 400 Vienna, VA 22182 USA +1.703.749.0100 In Kinshasa: 188-190 Basoko Avenue Gombe Municipality Kinshasa, DRC AID-660-60-16-00002 DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government CONTENTS ACRONYMS........................................................................................................................................................................ i EXECUTIVE SUMMARY................................................................................................................................................... I Evaluation Purpose......................................................................................................................................................... I Project Background ....................................................................................................................................................... I Methodology Overview................................................................................................................................................ I Answering the Evaluation Questions......................................................................................................................III Limitations..................................................................................................................................................................... VI Recommendations ...................................................................................................................................................... VI INTRODUCTION............................................................................................................................................................1 Context ...........................................................................................................................................................................1 Project Background ......................................................................................................................................................2 EVALUATION PURPOSE AND QUESTIONS..........................................................................................................3 Evaluation Purpose........................................................................................................................................................3 Evaluation Questions....................................................................................................................................................3 METHODOLOGY OVERVIEW.....................................................................................................................................4 Fieldwork ........................................................................................................................................................................6 Evaluation Tools............................................................................................................................................................6 Validity .............................................................................................................................................................................7 Data Collection Teams................................................................................................................................................8 Division of Duties for Data Collection Team Members......................................................................................9 Mobile Data Collection Application .........................................................................................................................9 Human Subject Consent..............................................................................................................................................9 Analytical Methods......................................................................................................................................................10 EGRA Test Reliability.................................................................................................................................................11 Subtask Quality and Reliability .................................................................................................................................12 Interrater Reliability....................................................................................................................................................13 SAMPLE..............................................................................................................................................................................13 Student Sample ............................................................................................................................................................14 Teacher and School Director Sample ....................................................................................................................15 FINDINGS.........................................................................................................................................................................15 Activity 1 Impact at the End of Grade 2................................................................................................................15 Activity 1 Impact at the End of Grade 4................................................................................................................19 Activity 1 Impact on Teaching Practices................................................................................................................22 Activity 1 Impact by Gender....................................................................................................................................31 Student Performance Against Reading Benchmarks...........................................................................................41 LIMITATIONS ..................................................................................................................................................................42 RECOMMENDATIONS ...............................................................................................................................................43 REFERENCES....................................................................................................................................................................45 ANNEXES .........................................................................................................................................................................46 Annex A. Sampling Strategy..................................................................................................................................46 Annex B. Matching Procedures and Results ....................................................................................................51 Annex C. Sampling and Weight Procedures ....................................................................................................54 Annex D. Interrater Reliability.............................................................................................................................56 Annex E. EGRA Endline Results Grade 2.........................................................................................................58 Annex F. EGRA Endline Results Grade 4.........................................................................................................62 Annex G. Endline Descriptive Results for SSME Instruments......................................................................65 Annex H. Teaching Practices Correlated with Endline Students’ ORF .....................................................93 Annex I. Teaching Practices Baseline-Endline Comparison ..................................................................... 111 Annex J. Subtask Pearson Correlation Coefficients.................................................................................. 135 Annex K. Student performance againts benchmarks.................................................................................. 139 Annex L. Instruments......................................................................................................................................... 142 i | Activity 1 Endline Impact Evaluation Report ACRONYMS ACCELERE! Accès, Lecture, Retention, et Redevabilité (Access, Reading, Retention and Accountability) CFWPM Correct Familiar Words per Minute CLA Collaborating, Learning and Adapting CLSPM Correct Letter Sounds per Minute CNWPM Correct Nonwords per Minute CWPM Correct Words per Minute DFID U.K. Department for International Development DiD Difference-in-Differences DRC Democratic Republic of Congo EGRA Early Grade Reading Assessment EQ Evaluation Question FCDO Foreign, Commonwealth and Development Office GDRC Government of the Democratic Republic of Congo IBTCI International Business and Technical Consultants, Inc. L1 Local Language L2 National Language L3 International Language MDE Minimum Detectable Effect MECC Monitoring, Evaluation, and Coordination Contract MEPSP Ministry of Primary, Secondary, and Professional Education MSI Management Systems International OLS Ordinary Least Squares ORF Oral Reading Fluency QCO Quality Control Officer QED Quasi-Experimental Design SSME Snapshot of School Management Effectiveness TLM Teaching and Learning Materials TPD Teacher Professional Development USAID United States Agency for International Development I | Activity 1 Endline Impact Evaluation Report EXECUTIVE SUMMARY EVALUATION PURPOSE The United States Agency for International Development (USAID) requested from the Monitoring, Evaluation, and Coordination Contract (MECC) an endline impact evaluation of the ACCELERE! Activity 1 project. This evaluation assesses the extent to which Activity 1 improved primary school student reading skills in the Democratic Republic of Congo (DRC). Specifically, the evaluation measures changes in student reading outcomes (i.e., reading skills) at the end of Grades 2 and 4 in national languages and French language and changes in teachers’ instructional practices. PROJECT BACKGROUND From 2015 to 2019, Activity 1, implemented by Chemonics International, supported education service delivery in public primary schools in 26 subprovinces across six provinces: Equateur, Haut-Katanga, Kasaï-Central, Kasaï-Oriental, Lualaba, and Sud-Ubangi. Activity 1 worked to ensure that girls and boys benefited equally from project interventions and that all assistance was conflict sensitive and disability inclusive. Activity 1 is divided into three result areas: 1. Result 1: Increased equitable enrollments to a quality education environment 2. Result 2: Improved education quality 3. Result 3: Improved governance and accountability by stakeholders This evaluation focuses on Result 2: Improved education quality. METHODOLOGY OVERVIEW The evaluation addresses the following four evaluation questions (EQs): EQ1. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in national languages at the end of Grade 2? EQ2. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in French language at the end of Grade 4? EQ3. What are the impacts of ACCELERE! Activity 1 on teachers’ delivery of effective reading instruction? What teacher practices are correlated with improved student reading performance? EQ4. How did the impacts on students’ reading proficiency vary by gender (girls or boys) or language (Lingala, Kiswahili, Tshiluba, or French)? The evaluation team used a quasi-experimental design with an intervention group (Activity 1 schools) and a comparison group (a counterfactual). To estimate Activity 1’s impacts on student learning outcomes over time, the design compared improvements in learning outcomes for students in schools that received Activity 1 interventions with those of students in matched comparison schools that did not receive Activity 1 interventions, using a difference-in-differences (DiD) approach. Data collection took place between October and December 2019 in 236 schools, after which the evaluation team conducted data cleaning, data analyses, and the reporting of findings. When examining Activity 1 Endline Impact Evaluation Report | II the 2015 baseline sample, the MECC evaluation team determined that because of the government’s redistricting efforts (“découpage”) and changes to the project’s implementation plan in 2016, there were too few schools in each of the targeted Activity 1 provinces included at baseline for analysis at the provincial level at endline. As a result, analysis and reporting of evaluation results are at the language of instruction level—Kiswahili, Lingala, and Tshiluba—and combine data from multiple provinces and subprovinces within each language group (Table 1). Table 1: Final Sample of Schools by Language Group and Treatment Status Language Intervention Comparison Total Percent of Target Kiswahili 33 33 66 100% Lingala 43 43 86 93% Tshiluba 42 42 84 98% Table 2 summarizes the data sources and analytical methods used for each EQ. Table 2: Evaluation Questions, Data Sources, and Analyses Evaluation Question Data Source Data Analysis Method EQ1. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in national languages at the end of Grade 2? • Kiswahili end of Grade 2 EGRA tool (for students in Grade 3) • Lingala end of Grade 2 EGRA tool (for students in Grade 3) • Tshiluba end of Grade 2 EGRA tool (for students in Grade 3) Change over time by language: • Mean scores • Zero scores • DiD analysis • Ordinary least squares (OLS) regressions • Significance level: p-value ≤ 0.05 EQ2. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in French language at the end of Grade 4? • French end of Grade 4 EGRA (for students in Grade 5) Change over time by language zone: • Mean scores • Zero scores • DiD analysis • OLS regressions • Significance level: p-value ≤ 0.05 EQ3. What are the impacts of ACCELERE! Activity 1 on teachers’ delivery of effective reading instruction? What teacher practices are correlated with improved student reading performance? • Classroom observation • Teacher questionnaire • Kiswahili end of Grade 2 EGRA • Lingala end of Grade 2 EGRA • Tshiluba end of Grade 2 EGRA • French end of Grade 4 EGRA • Descriptive analysis • Correlations between endline ORF scores and teacher questionnaire results • Correlations between ORF scores and mean counts of instances of lesson content, teacher actions, and classroom items from classroom observations EQ4. How did the impacts on students’ reading proficiency vary by gender (girls or boys) or language (Lingala, Kiswahili, Tshiluba, or French)? • Kiswahili end of Grade 2 EGRA tool (for students in Grade 3) • Lingala end of Grade 2 EGRA tool (for students in Grade 3) • Tshiluba end of Grade 2 EGRA tool (for students in Grade 3) • French end of Grade 4 EGRA (for students in Grade 5) • Results for boys and girls analyzed separately • Disaggregated DiD results by sex by grade and by language • Mean scores • Zero scores • DiD analysis • OLS regressions • Significance level: p-value ≤ 0.05 III | Activity 1 Endline Impact Evaluation Report ANSWERING THE EVALUATION QUESTIONS EQ1: What are the impacts of Activity 1 on students’ reading proficiency in national languages at the end of Grade 2? At the end of Grade 2, Activity 1 had important, positive, statistically significant impact in Tshiluba and some positive impact in Kiswahili (Figure 1). Results showed learning gains and a decline in the proportion of students with zero scores for intervention students relative to comparison students in letter sounds and familiar words in Kiswahili and Tshiluba and in nonwords, oral reading fluency (ORF), and reading comprehension in Tshiluba. Although students in Kiswahili improved their mean ORF scores, the proportion of students with zero scores did not decline, indicating that learning gains in ORF in Kiswahili were driven by high-performing students and that low-performing students did not benefit as much from the interventions. Similarly, reading skills in Lingala showed statistically significant improvement in letter sounds, for which students gained five correct letter sounds per minute (CLSPM); however, the proportion of students with zero scores did not decline. Figure 1: Activity 1 Impact at End of Grade 2 by Language •Letter sounds •Familiar words Kiswahili •No impact Lingala • Letter sounds • Familiar words •Nonwords • ORF • Reading comprehension Tshiluba EQ2. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in French language at the end of Grade 4? At the end of Grade 4, Activity 1 had some positive, statistically significant impact in French language in the Tshiluba zone but no statistically significant impact in French in the Kiswahili and Lingala zones (Figure 2). Results showed learning gains and a decline in the proportion of students with zero scores for intervention students relative to comparison students in correct nonword per minute (+4.5 CNWPM) and in correct words per minute in the ORF subtask (+9 CWPM) in the Tshiluba zone. However, although students in the Tshiluba zone improved their mean scores in familiar words and reading comprehension in French language, the proportion of students with zero scores did not decline in these subtasks. This indicates that learning gains in these two subtasks were driven by high-performing students and that low-performing students did not benefit as much from the interventions. Figure 2: Activity 1 Impact in French at End of Grade 4 by Language Zone •No impact Kiswahili •No impact Lingala •Nonwords •ORF Tshiluba EQ3. What are the impacts of Activity 1 on teachers’ delivery of effective reading instruction? What teacher practices are correlated with improved student reading performance? Activity 1’s impact on teachers’ delivery of effective reading instruction and teacher practices that correlate with improved student reading performance varied across the three language zones and across the grades. Table 3 summarizes the factors, practices, and perceptions that emerged from the teacher questionnaire and classroom observations. Activity 1 Endline Impact Evaluation Report | IV Table 3: Activity 1 Impact on Teacher Practices by Language Zone, by Grade Kiswahili Zone Lingala Zone Tshiluba Zone Grade 2 Grade 4 Grade 2 Grade 4 Grade 2 Grade 4 Teacher Factors Correlated with Higher ORF Scores Training ✓ ✓ Coaching ✓ Teacher Guide ✓ ✓ Student Booklets ✓ ✓ ✓ Increased Teacher Practices Oral Assessment ✓ ✓ ✓ End of Year Assessment ✓ ✓ ✓ End of quarter Assessment ✓ ✓ ✓ Assessment Results to Adapt Teaching ✓ ✓ ✓ ✓ Assessment Results to Plan Activities ✓ ✓ Read Aloud ✓ ✓ ✓ ✓ Silent Reading ✓ Writing ✓ ✓ Vocabulary ✓ ✓ ✓ Grammar ✓ ✓ Teacher Perceptions Reading Fluency at Grade 1 and Grade 2 ✓ ✓ ✓ ✓ In the Kiswahili zone, Grade 2 intervention students whose teachers had received training in reading instruction and had been coached by school directors or Activity 1 reading staff obtained statistically significantly higher mean ORF scores than did comparison students. For Grade 4 teachers, training in instruction and coaching did not correlate with higher mean ORF scores. Between baseline and endline, Grade 2 and Grade 4 teachers in the Kiswahili zone increased their use of end-of-year and end-of-quarter evaluations. Grade 2 teachers also increased their use of oral assessments. In addition, teachers increased their use of assessment results to adapt their teaching and plan activities. Grade 2 teachers also used more read-aloud and writing activities. More Grade 2 teachers now believe that students should be able to read fluently in Grades 1 and 2. In the Lingala zone, teacher training and coaching in reading instruction did not correlate with higher mean ORF scores for Grade 2 and Grade 4 students. However, in Grade 2 and Grade 4 classrooms where the teacher guide and student books were available, students achieved statistically significantly higher mean ORF scores. In Grades 2 and 4, more teachers in the Lingala zone stated using oral assessments with students and using assessment results to adapt teaching at endline. Whereas Grade 2 teachers were observed using more read-aloud activities in their reading lessons, Grade 4 teachers used more read-aloud, silent reading, writing, and vocabulary activities. More Grade 2 teachers in Lingala now believe that students should be able to read fluently in Grades 1 and 2. In the Tshiluba zone, teacher training in reading instruction, coaching, and the teacher guide did not correlate with higher mean ORF scores for Grade 2 students, and only preservice training correlated with higher mean scores for Grade 4 students. The availability of student reading books correlated with higher scores in Grade 2 but not in Grade 4. The percentage of Grade 2 teachers using oral assessments declined, but the percentage using end-of￾year and quarterly assessments rose. The percentage of Grade 2 and Grade 4 teachers who used assessment results to plan activities rose slightly. Fewer Grade 2 teachers were observed leading read- V | Activity 1 Endline Impact Evaluation Report aloud activities, but more Grade 4 teachers were observed doing the same. In both grades, more teachers were observed leading grammar and vocabulary activities during the reading lesson. More Grade 2 and Grade 4 teachers in the Tshiluba zone believed at endline that students should be able to read fluently in Grades 1 and 2. EQ4: How did the impacts on students’ reading proficiency vary by gender (girls or boys)? Activity 1 had statistically significant, positive impact at the end of Grade 2 for boys and girls in Tshiluba and for boys in Kiswahili relative to boys and girls in comparison schools (Figure 3). Activity 1 had no statistically significant impact at the end of Grade 2 for boys and girls in Lingala relative to boys and girls in comparison schools or at the end of Grade 4 for boys and girls in French in the three language zones relative to boys and girls in the comparison groups. Figure 3: Activity 1 Impact by Gender • Grade 2 - Kiswahili • Grade 2 - Tshiluba Positive Impact • Grade 2 - Tshiluba Positive Impact • Grade 2 - Lingala • Grade 4 - Kiswahili zone • Grade 4 - Tshiluba zone • Grade 4 - Lingala zone No Impact • Grade 2 - Kiswahili • Grade 2 - Lingala • Grade 4 - Kiswahili zone • Grade 4 - Tshiluba zone • Grade 4 - Lingala zone No Impact In Tshiluba, at the end of Grade 2, boys and girls in the intervention group achieved statistically significant improvement in mean scores in letter sounds, familiar words, nonwords, ORF, and reading comprehension relative to boys and girls in the comparison group. However, the proportion of boys with zero scores in the intervention group declined only in familiar words and ORF relative to boys in the comparison group, whereas that of girls in the intervention group declined in the same five subtasks relative to girls in the comparison group. This indicates that low-performing girls in intervention schools at the end of Grade 2 benefited more from the interventions in Tshiluba than did low-performing boys. At the end of Grade 4, boys in the Tshiluba zone achieved statistically significant improvement in mean scores in nonwords, ORF, and reading comprehension in French language relative to boys in the comparison schools. However, the proportion of boys with zero scores in the intervention group did not decline relative to boys in the comparison group, indicating that the improvement in mean scores was driven by high-performing boys in intervention schools. Unlike boys at the end of Grade 4, girls in intervention schools in the Tshiluba zone reduced their proportions of zero scores in nonwords and ORF in French relative to girls in the comparison group but did not improve their mean scores relative to girls in the comparison group. At the end of Grade 2, boys in Kiswahili intervention schools outperformed boys in comparison schools between baseline and endline in letter sounds, familiar words, nonwords, ORF, and reading comprehension. The boys in the intervention group improved their mean scores and the proportion of boys with zero scores in the five subtasks. Boys and girls in the Kiswahili and Lingala zones did not perform better in French reading than their peers in comparison schools at the end of Grade 4; Activity 1 had no statistically significant impact in those language zones for boys or for girls in French language reading skills. Activity 1 Endline Impact Evaluation Report | VI Student Performance Against Reading Benchmarks To provide the “Percentage of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade 2 with USG assistance” 1, the evaluation team calculated the proportion of students in intervention schools who achieved both the reading fluency benchmark, as defined for each language, and 60% reading comprehension on the EGRA test. In Kiswahili and Tshiluba, the fluency benchmark is set at 25 CWPM, while in Lingala it is set at 30 CWPM. At the end of Grade 2, in Kiswahili, 1.5 percent of students demonstrated reading fluency and comprehension, an increase of 1.5 percentage points from baseline, well below the Activity’s target of 5.6%. In Lingala, 2 percent of students demonstrated reading fluency and comprehension, with no change between baseline and endline. In Tshiluba, 7.3 percent of students demonstrated reading fluency and comprehension at endline, an increase of 6.8 percentage points from the baseline. No indicator targets were set for Lingala and Tshiluba by Activity 1. Table 4: Changes in Student Performance Against Benchmarks Performance Category Kiswahili Lingala Tshiluba Baseline (A) Endline (B) Difference (B-A) Baseline (A) Endline (B) Difference (B-A) Baseline (A) Endline (B) Difference (B-A) Does not meet benchmark 100% 98.5% -1.5% 98% 98% -0% 99.5% 92.7% -6.8% Meets benchmark 0% 1.5% 1.5% 2% 2% 0% 0.5% 7.3% 6.8% LIMITATIONS • Use of Difference-in-Differences which is limited by the terms in the regression. • Small sample size and statistical power (0.65) for the Kiswahili language cohort which is below the standard threshold of 0.80 for impact evaluations. • The endline sample allows for reporting at level of language cohort only. • No random assignment of schools to treatment group (intervention or comparison) at baseline. • Comparison schools in nontargeted subprovinces. • Lack of longitudinal data for teachers, which limits the ability of the study to conclusively attribute changes in teacher practices to Activity 1. RECOMMENDATIONS The following selected key recommendations for each stakeholder are aligned with components of USAID’s Reading Matters Conceptual Framework2 for improved literacy instruction and acquisition: For USAID and the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO) 1. Communicate the research on locally piloted programs and international research with the MEPSP as a first step to obtain buy-in on an approach to reading instruction 1 USAID standard indicator ES.1-1 2 USAID. (2019). USAID Reading MATTERS Conceptual Framework. Accessed at https://www.edu-links.org/resources/usaid-reading-matters￾conceptual-framework VII | Activity 1 Endline Impact Evaluation Report For the GDRC 2. Identify at ministerial level closest to the school (e.g.: inspectorate/sous-PROVED/”bureau gestionnaires”) staff responsible for teacher professional development (TPD) including in-service training, supervision and coaching 3. Work with the private sector, with support from USAID and implementing partners, to update and improve capacity for the development, production, distribution of TLMs For Implementing Partners 4. Ensure teachers receive additional training, based on empirically based instructional strategies, on how to teach in multilingual classrooms 5. Continuously train teachers on national and/or local language orthography and grammar 6. Early in the project, and prior to developing teaching and learning materials (TLMs) in each language, conduct sociolinguistic mapping in each target community to better understand relationship between local languages (L1), national language (L2) and international language (L3) 7. Continue to support and use the “réseau de proximité” model that is within the national teacher professional development policy to train teachers For USAID, FCDO and Implementing Partners 8. Establish program of regular collaborating, learning and adapting (CLA) meetings 9. Engage in strategic scenario planning to adapt effectively 10. Encourage the MEPSP to institute a “trilingual” approach (L1 to L2 to L3) in first years of primary school in areas where local languages are predominant, but national languages are not 11. Adopt phased implementation to allow for sensitization of authorities prior to implementation 1 | Activity 1 Endline Impact Evaluation Report INTRODUCTION CONTEXT The United States Agency for International Development (USAID) and the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO), known previously as the Department for International Development (DFID), have committed, through a Delegated Cooperation Agreement, to improve education outcomes for girls and boys in the Democratic Republic of Congo (DRC) and thereby improve human development outcomes and economic growth in the DRC. This collective initiative, called Access, Reading, Retention, and Accountability (Accès, Lecture, Retention, et Redevabilité [ACCELERE!]), aims to support the Government of the Democratic Republic of Congo’s (GDRC’s) commitment to free universal basic education and improved learning outcomes as articulated in the GDRC’s Education Sector Strategy (2016–2025). The DRC is one of the poorest countries in the world. Despite some recent progress in achieving educational goals, efforts remain limited and are further weakened by inequities.3 Lack of equal access to basic education is one of the defining characteristics of the DRC’s education system.4 The proportion of out-of-school children in rural areas (30 percent of boys and 32 percent of girls) remains higher than that in urban areas (17 percent of boys and 19 percent of girls). In total, there are approximately 3.5 million out-of-school children ages 6 to 11.5 Completion rates are very low, with the former provinces of Equateur and Katanga having the lowest primary school completion rates in the country.6 Learning outcomes are also poor.7 In 2015, the Early Grade Reading Assessment (EGRA), implemented by RTI International with funding from USAID, revealed that 81 percent of Grade 3 and 34 percent of Grade 5 students in the former provinces of Equateur, Kasaï Occidental, Kasaï Oriental, and Katanga could not read a single word correctly within one minute.8 In response to poor early grade learning outcomes, low enrollment, and high dropout rates and to support the GDRC’s efforts to achieve universal primary education and reduce dropout rates to 3 percent by 2025, USAID/DRC and FCDO/DRC are collaborating to improve education outcomes for boys and girls in 26 subprovinces across eight provinces through four ACCELERE! activities: • Activity 1: Improved Reading Equity and Accountability in the DRC, implemented by Chemonics International • Activity 2: Improved Governance and Accountability, implemented by Cambridge Education • Activity 3: Joint Education Program Evaluation and Coordination, implemented by IBTCI • Activity 4: Reduced Number of Out-of-School Children in the DRC, implemented by UNICEF The impact evaluation provided in this endline report, prepared for USAID/DRC by the Monitoring, Evaluation, and Coordination Contract (MECC), assesses Activity 1, led by Chemonics International under the Improving Reading, Equity, and Accountability in the DRC contract with USAID (AID-660-C￾15-00001). The $134 million activity began in May 2015 and had an original end date of May 2020. In early 2020, USAID provided an extension through July 2021. 3 DFID, DRC Education Business Case: Improving Access, Quality, and Governance in Education in the Democratic Republic of the Congo (DFID, 2015). 4 Ibid. 5 République Démocratique du Congo, Stratégie sectorielle de l’éducation et de la formation 2016–2025. Version finale (Décembre 2015). 6 Ibid. 7 DFID, DRC Education Business Case (DFID, 2015). 8 RTI International, The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness— Grade 3 Report of Findings, Revised. (RTI International, November 2016). Activity 1 Endline Impact Evaluation Report | 2 PROJECT BACKGROUND From 2015 to 2019, 9 Activity 1 supported education service delivery in public primary schools, including écoles conventionnées (schools run by religious networks), in 26 subprovinces across six provinces— Equateur, Haut-Katanga, Kasaï-Central, Kasaï-Oriental, Lualaba, and Sud-Ubangi. In addition, Activity 1 supported nonformal alternative/accelerated learning programs in school remediation centers (centres de rattrapage scolaire) in these 26 subprovinces and target areas of North Kivu and South Kivu and in vocational training centers (centres d’apprentissage professionnel) in target areas of North Kivu, South Kivu, and conflict-affected zones in Haut-Katanga and Lualaba. Activity 1 worked to ensure that girls and boys benefited equally from project interventions and that all assistance was conflict sensitive and disability inclusive.10 Activity 1 is divided into three result areas: 1. Result 1: Increased equitable enrollments to a quality education environment 2. Result 2: Improved education quality 3. Result 3: Improved governance and accountability by stakeholders11 This endline evaluation focuses on Result 2 of the results framework (Figure 4), which sought to improve education quality for boys and girls in the lower grades of primary school. The project focused on early grade reading in three of the four national languages (Kiswahili, Lingala, and Tshiluba) in Grades 1 and 2, oral French language acquisition in Grades 1 and 2, and transition to French reading acquisition in Grades 3 and 4. Ultimately, the project worked to support national language reading acquisition by the end of Grade 2 and French language reading acquisition by the end of Grade 4. Figure 4: ACCELERE! Activity 1 Results Framework 9 Midway through 2019, Activity 1 pivoted interventions to target private schools in Kinshasa as a response to the U.S. Government restrictions on support to the GDRC following the Tier 3 Trafficking in Persons designation for the DRC and the lack of waiver in November 2019. 10 Accès, Lecture, Redevabilité et Rétention! (ACCELERE!) Activity 1. Quarterly Progress Report FY2018, Quarter 1 (December 2017). 11 Activity 1 supports local activities for IR 3.3; provincial and some subprovincial activities are covered under ACCELERE! Activity 2. 3 | Activity 1 Endline Impact Evaluation Report Activity 1 implemented interventions in a staggered approach, focusing first on Grades 1 and 2 in schools in Haut-Katanga and Lualaba during Years 1 and 2. In Year 3, Activity 1 rolled out interventions in Grade 3 in Haut-Katanga and Lualaba and in Grades 1 and 2 in the other provinces (Equateur, Kasaï Central, Kasaï Oriental, and Sud Ubangi). In Year 4, Activity 1 rolled out interventions in Grades 1, 2 and 3 in all provinces and all languages. However, interventions for Grade 4 were delayed which means in students at the beginning of Grade 5 in October 2019 (at the time of this evaluation) had not received Activity 1’s French language reading instruction in Grade 4, as originally planned. Because of the implementation schedule, at the time of this endline evaluation, teachers in Haut-Katanga and Lualaba had received one more year of intervention than their peers in the other provinces (Table 5). Table 5: Implementation Timeline by Language and Grade Project Year School Year Grade Level Province Year 1 2015–2016 12 G1, G2 Haut-Katanga, Lualaba (Kiswahili) Year 2 2016–2017 G1, G2 Haut-Katanga, Lualaba (Kiswahili) Year 3 2017–2018 G1, G2 Equateur, Sud Ubangi (Lingala) Kasaï Central, Kasaï Oriental (Tshiluba) G1, G2, G3 Haut-Katanga, Lualaba (Kiswahili + French) Year 4 2018–2019 G1, G2, G3 All provinces, all languages G4 No implementation EVALUATION PURPOSE AND QUESTIONS EVALUATION PURPOSE This evaluation aims to understand the extent to which ACCELERE! Activity 1 improved primary school student reading skills. Specifically, the evaluation will measure changes in student reading outcomes (i.e., reading skills) at the end of Grades 2 and 413 in national languages and French language and changes in teachers’ instructional practices. EVALUATION QUESTIONS The evaluation addresses the following four evaluation questions: EQ1. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in national languages at the end of Grade 2? EQ2. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in French language at the end of Grade 4? EQ3. What are the impacts of ACCELERE! Activity 1 on teachers’ delivery of effective reading instruction? What teacher practices are correlated with improved student reading performance? EQ4. How did the impacts on students’ reading proficiency vary by gender (girls or boys) or language (Lingala, Kiswahili, Tshiluba, or French)? 12 Interventions started in 2016, and therefore lasted roughly half a school year. 13 The baseline data collection training took place in October to December 2015 at the beginning of the school year. The baseline report states that the Grades 2 and 4 objectives and curriculum were used to define the reading outcomes measured by the EGRA tests. Thus, testing at the beginning of Grades 3 and 5 serves as a proxy for measuring outcomes at the end of Grades 2 and 4. Activity 1 Endline Impact Evaluation Report | 4 METHODOLOGY OVERVIEW The evaluation team used a quasi-experimental design (QED) for this evaluation, which was appropriate because of the use of a comparison group (counterfactual) that was not created through randomization in the 2015 EGRA baseline (implemented by RTI International). To estimate Activity 1’s impacts on student learning outcomes over time, the design compared improvements in learning outcomes for students in schools that received Activity 1 interventions with those of students in matched comparison schools that did not receive Activity 1 interventions. The comparison schools were selected based on characteristics associated with student learning that are similar to those of Activity 1 schools. See Annex A for details on the sampling strategy. Though the sample for the 2015 baseline was drawn to be representative at the provincial level, new administrative and educational boundaries since 2016 made disaggregation of results at the provincial level impossible. When examining the 2015 baseline sample, the evaluation team determined that there were too few schools in each of the targeted Activity 1 provinces included at baseline for analysis at the provincial level at endline (e.g., only 23 schools in Equateur province and 12 schools in Lualaba provinces were included in the baseline). Therefore, the evaluation team determined that combining results by provinces, and thus subprovinces, by year of entry into the project and by national language of instruction would provide enough statistical power at the language of instruction level for analysis at endline. The final sample for this evaluation is drawn at the national language of instruction level and includes schools from six Activity 1 targeted provinces and four nontargeted provinces. Figure 5 shows the provinces included by national language of instruction. Figure 5: Sample by National Language Kiswahili Haut-Katanga Lualaba Haut-Lomami Tanganyika Lingala Equateur Sud Ubangi Tshiluba Kasai Oriental Kasai Central Lomami Kasai Since Activity 1 was implemented in all public schools in targeted subprovinces of six ACCELERE! provinces, comparison schools could not be selected from these targeted subprovinces. The comparison group was derived from the sample used for the 2015 baseline study and includes schools in subprovinces that are not targeted by Activity 1 and that are either in the same province or in neighboring provinces (Figure 6). However, given that schools in the intervention and comparison groups were in different subprovinces or, in some cases, different provinces, one concern was that schools in these two groups may have differed substantially in their facilities, teacher qualifications, or student composition. To address this concern, the evaluation team matched intervention and comparison schools on their oral reading fluency (ORF) scores at baseline at the end of Grade 2. If statistically significant differences appeared in the characteristics’ measures at baseline, the team used statistical methods to adjust for such differences between the groups (see Annex B). Figure 6 below presents the provinces by treatment status: • “Intervention only” includes provinces where schools targeted for this evaluation were in Activity 1 subprovinces (intervention schools). • “Comparison only” includes provinces where schools targeted for this evaluation were in non￾Activity 1 subprovinces (comparison schools). 5 | Activity 1 Endline Impact Evaluation Report • “Both” includes provinces where schools targeted for this evaluation were in either Activity 1 targeted subprovinces (intervention schools) or in non-Activity 1 targeted subprovinces (comparison schools). Figure 6: Target Provinces by Treatment Once the comparison schools were selected, the evaluation team used a difference-in-differences (DiD) approach to measure Activity 1’s impact. The DiD approach involves estimating the differences between outcome measures at two time points for schools in the intervention and comparison groups and then comparing the differences between the groups (Figure 7). DiD enables the evaluation team to compare changes in student learning outcomes between Activity 1 intervention schools and comparison schools from baseline (2015) to endline (2019). Figure 7: Illustration of Impact Analysis Using the DiD Approach 1.0 1.5 1.9 4.4 0.0 1.0 2.0 3.0 4.0 5.0 Baseline Endline Correct Words Per Minute Estimate of Project Impact on Oral Reading Fluency Scores Comparison A - B = 2 (Impact) B = 0.5 A = 2.5 Activity 1 Endline Impact Evaluation Report | 6 FIELDWORK Following the 2015 baseline implementation schedule, the endline data collection took place between October and December 2019, after which the evaluation team conducted data cleaning, data analyses, and reporting of findings. This endline evaluation targeted 244 schools—20 students, two teachers, and one school director per school (Table 6). Table 6: Targets by Language Zone, Province, and Respondent National Language Provinces Schools Students Teachers School Directors Kiswahili (66 schools) Haut-Katanga 27 540 54 27 Haut-Lomami 16 320 32 16 Lualaba 15 300 30 15 Tanganyika 8 160 16 8 Lingala (92 schools) Equateur 45 900 90 45 Sud Ubangi 47 940 94 47 Tshiluba (86 schools) Kasai 18 360 36 18 Kasai Oriental 21 420 42 21 Kasai Central 28 560 56 28 Lomami 19 380 38 19 Total 244 4,880 488 244 EVALUATION TOOLS The national language (Kiswahili, Lingala, and Tshiluba) and French language EGRA and Snapshot of School Management Effectiveness (SSME) tools used at baseline were also used for the endline evaluation. Grade 2 EGRA tools in national languages were administered to students at the beginning of Grade 3, and Grade 4 EGRA tools in French were administered to students at the beginning of Grade 5.14 Table 7 summarizes the EGRA subtasks used to measure student learning outcomes. Table 7: EGRA Subtasks Subtask Skill Description Vocabulary A+B Ability to follow oral directions (receptive oral language) …point to a common object in the environment when told the name of that object; …place an object in a location as instructed Vocabulary C Ability to name objects (productive oral language) …verbally identify the name of an object when shown an image of that object Letter Sound Knowledge Knowledge of the alphabet and the sounds …say the sounds of 100 letters organized in random order Familiar Words Reading Ability to read a list of frequently occurring words …read a list of 50 common words organized in random order Nonwords Reading Ability to read a list of invented, unknown words …read a list of 50 invented nonwords organized in random order Reading passage Ability to read connected text (oral reading fluency [ORF]) …read out loud a grade-level appropriate short story Reading Comprehension Ability to answer comprehension questions about the ORF passage …verbally respond to five questions about the story read 14 Beginning Grades 3 and 5 serve as proxies for the end of Grades 2 and 4, respectively. 7 | Activity 1 Endline Impact Evaluation Report The SSME tools were administered to students in Grades 3 and 5, teachers in Grades 2 and 4 who had taught the targeted students during the previous school year, and school directors. The SSME tools include the following: 1. Student questionnaire 2. Teacher questionnaire 3. Head teacher questionnaire 4. Classroom observation 5. Classroom inventory 6. School inventory See Annex M for the EGRA and SSME tools used for the endline evaluation. The evaluation team staggered data collection across the three linguistic areas to ensure that rigorous quality control assurances were in place. The training and data collection began in the Kiswahili zone in September 2019, and training and data collection began simultaneously in the Lingala and Tshiluba zones in October 2019. The timeline for the endline evaluation training of enumerators and data collection activities is presented in Table 8. Table 8: Training and Data Collection Timeline Training Site Language Zone Sep October November Dec 23- 27 30- 04 07- 11 14- 18 21- 25 28- 01 04- 08 11- 15 18- 22 25- 29 02- 06 Lubumbashi Kiswahili (all provinces) T* DC** DC DC DC Gemena Lingala (Sud Ubangi) T DC DC DC DC DC Kananga Tshiluba (Kasaï Central + Kasaï) T DC DC DC DC Mbandaka Lingala (Equateur) T DC DC DC DC DC DC Mbuji-Mayi Tshiluba (Kasaï Oriental + Lomami) T DC DC DC *T = Training of enumerators; **DC = Data collection VALIDITY According to the baseline report from RTI International,15 the baseline tools were developed during a five-day workshop in Kinshasa in November 2014. The tools’ validity was assured through close collaboration among the Ministry of Primary, Secondary, and Professional Education (MEPSP); experts in linguistics from the Center for Theoretical and Applied Linguistics (Centre de Linguistique Théorique et Appliquée) and the National Pedagogical University (Université Pédagogique Nationale); USAID/DRC personnel; and RTI International subject matter experts. 15 RTI International, The DRC 2015 Early Grade Reading Assessment, Early Grade Mathematics Assessment, and Snapshot of School Management Effectiveness—Grade 3 Report of Findings, Revised (RTI International, November 2016). Though the 2015 baseline tools were used for this endline evaluation, a few modifications were made to the EGRA tools and teacher questionnaires to better reflect Activity 1 interventions. For the Tshiluba Grade 2 tool, the items in the letter sound, familiar word, and nonword subtask grids were shuffled so that words whose spellings had been changed since the baseline were moved to the end of the grids. For Activity 1 Endline Impact Evaluation Report | 8 example, Activity 1 experts confirmed that the letters “g” and “r” do not exist in Tshiluba and that the “g” is always accompanied by “n.” Yet the baseline tool included “g” and “r” in the letter sound subtask. Those items were moved to the very end of the grid so that students would not be unfairly penalized with an incorrect response. Similarly, although Tshiluba speakers had traditionally used “tsh” in their writings, Activity 1, under the guidance of its experts, replaced “tsh” with “c” in its materials, thus introducing a new writing convention not familiar to students in the comparison schools. Items with “g,” “r,” and “tsh” were therefore moved to the end of the grids. Given students’ low performance at baseline in these subtasks, the evaluation team felt it was unlikely that students would reach the end of the grids during the endline and that scores in intervention and comparison schools would therefore not be affected by these adjustments. Please see Annex M for the EGRA tools. The evaluation team also added several questions to the teacher questionnaire to capture the implementation of Activity 1 interventions in targeted schools. These questions pertained specifically to trainings provided by Activity 1, teacher and student materials, and coaching. DATA COLLECTION TEAMS Approximately 20 teams were deployed throughout the DRC to administer the EGRA and SSME tools across all targeted schools. The teams responsible for conducting the data collection activities were composed of five members: one quality control officer (QCO), one provincial coordinator, and three enumerators. Overall, 20 QCOs, 20 provincial coordinators, and 60 enumerators participated in the fieldwork. The evaluation team conducted trainings for QCOs, provincial coordinators, and enumerators in the Kiswahili, Lingala, and Tshiluba areas throughout the DRC in September and October 2019 (see Table 8). Following a competitive process, MECC subcontracted a local firm, CENADEP, to support the data collection activities. CENADEP recruited and hired provincial coordinators and enumerators and handled all travel and logistical arrangements for the data collection teams. MECC hired and supervised the QCOs. From September 16 to September 21, 2019, 20 QCOs were trained in Kinshasa on data collection methods and quality assurance processes. The 20 QCOs then travelled to Lubumbashi with MECC staff to train provincial coordinators and enumerators for the Kiswahili zone. Table 9 displays the number of training participants for each training site.16 Table 9: Training Participant by Site Training Site QCO Provincial Coordinator Enumerator Kinshasa 20 - - Lubumbashi 20 6 24 Gemena 3 3 11 Kananga 4 4 16 Mbandaka 3 3 11 Mbuji Mayi 4 4 16 16 In each training site, a surplus of enumerators were trained, allowing the teams to choose only the best enumerators for the fieldwork. A total of 78 enumerators from the 10 provinces targeted by this evaluation were trained for the endline evaluation, but only 60 participated in the fieldwork. 9 | Activity 1 Endline Impact Evaluation Report The training provided an introduction to the MECC project and ACCELERE! Activity I, the evaluation timeline, provinces targeted, and targets for each type of survey respondent. Throughout the sessions, participants learned how to conduct sampling upon their arrival to a school and how to perform interrater reliability tests, reviewed the EGRA and SSME tools, and practiced administering these assessments in local schools. DIVISION OF DUTIES FOR DATA COLLECTION TEAM MEMBERS Teams were led by QCOs, who were responsible for coordinating school visits and monitoring study implementation to guarantee the quality of the data collected. QCOs managed the team’s daily activities, including distributing tablets and materials to the enumerators and coordinators, ensuring the security of tablets and equipment, providing school codes to the team, and transferring the data collected to the database. Additionally, QCOs administered the school director questionnaire and school inventory questionnaire, performed an interrater reliability test for the observation of a reading lesson, and supervised the enumerators. At the end of each day, QCOs also organized feedback meetings with the team to review technical progress on data collection and plan the next day’s activities. Provincial coordinators assisted QCOs by organizing daily transportation for the team, developing the school visit plan, ensuring that the team visited all the schools assigned, ensuring logistical coordination between the enumerators and the QCOs, and solving or informing QCOs of any problems in the field. In addition, coordinators administered the teacher questionnaire, classroom observation, and class inventory questionnaires. Enumerators were responsible for administering the EGRA tools—that is, the student tests and student questionnaires—and performing inter-reliability tests. Upon their arrival at a school, enumerators randomly selected the 10 students from each selected class using the established procedures; organized an appropriate area to administer the tests; conducted the assessments in accordance with established protocols; and ensured that the information contained in the completed tools was accurate, complete, and consistent. At each school, two inter-reliability tests were completed per day, one in Grade 3 and one in Grade 5. Please see Annex D for information on inter-reliability. MOBILE DATA COLLECTION APPLICATION Data collection teams used MSI’s EGRA mobile data application, Myna, during this endline evaluation. Myna is designed to work online or offline, synchronize data to a cloud database as soon as an internet connection is established, and feed into a virtual dashboard that summarizes in real time the collected data for monitoring purposes. This application was loaded onto MECC tablets to facilitate standardization of the test administration as it automates many assessment features, such as the use of the timer for the timed subtasks and the auto-stops (triggered when a student incorrectly answers a certain number of items in a row). The tablets also provide an additional layer of security by preventing leakage of data and EGRA tool content. HUMAN SUBJECT CONSENT In accordance with all standard practices involving human subjects, particularly of sensitive populations (including children), consent was acquired at multiple levels throughout the data collection process. The evaluation team obtained clearance from MEPSP before approaching and accessing the schools, teachers, and students. During the implementation of each tool (EGRA and SSME tools), data collectors requested verbal consent at the start before collecting any data (the consent text is available in tools in Annex M). Data collectors read to participants the list of potential benefits and harm and informed them of their Activity 1 Endline Impact Evaluation Report | 10 rights to discontinue involvement at any point during the test or questionnaire. This study assessed the participation by any individual to be of minimum risk. ANALYTICAL METHODS Table 10 summarizes the data sources and analytical methods used for each evaluation question. Table 10: Endline Impact Evaluation Questions, Data Sources, and Analyses Evaluation Question Data Source Data Analysis Method EQ1. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in national languages at the end of Grade 2? • Kiswahili end of Grade 2 EGRA tool (for students in Grade 3) • Lingala end of Grade 2 EGRA tool (for students in Grade 3) • Tshiluba end of Grade 2 EGRA tool (for students in Grade 3) Change over time by language: • Mean scores • Zero scores • DiD analysis • Ordinary least squares (OLS) regressions • Significance level: p-value ≤ 0.05 EQ2. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in French language at the end of Grade 4? • French end of Grade 4 EGRA (for students in Grade 5) Change over time by language zone: • Mean scores • Zero scores • DiD analysis • OLS regressions • Significance level: p-value ≤ 0.05 EQ3. What are the impacts of ACCELERE! Activity 1 on teachers’ delivery of effective reading instruction? What teacher practices are correlated with improved student reading performance? • Classroom observation • Teacher questionnaire • Kiswahili end of Grade 2 EGRA • Lingala end of Grade 2 EGRA • Tshiluba end of Grade 2 EGRA • French end of Grade 4 EGRA • Descriptive analysis • Correlations between endline ORF scores and teacher questionnaire results • Correlations between ORF scores and mean counts of instances of lesson content, teacher actions, and classroom items from classroom observations EQ4. How did the impacts on students’ reading proficiency vary by gender (girls or boys) or language (Lingala, Kiswahili, Tshiluba, or French)? • Kiswahili end of Grade 2 EGRA tool (for students in Grade 3) • Lingala end of Grade 2 EGRA tool (for students in Grade 3) • Tshiluba end of Grade 2 EGRA tool (for students in Grade 3) • French end of Grade 4 EGRA (for students in Grade 5) • Results for boys and girls analyzed separately • Disaggregated DiD results by sex by grade and by language • Mean scores • Zero scores • DiD analysis • OLS regressions • Significance level: p-value ≤ 0.05 EQ1 and EQ2. Analysts on the evaluation team investigated the change over time by combining the baseline and endline datasets for each grade and language. The outcomes of interest were EGRA subtask mean scores and EGRA subtask zero scores. Following the research design, the analysts conducted a DiD analysis for each subtask. They employed ordinary least squares (OLS) regressions in which the dependent variable was each EGRA subtask and the independent variables were the treatment variable (e.g., intervention or comparison), study phase variable (e.g., baseline or endline), and the interaction between the treatment and study phase variables. The coefficient from the interaction yielded the DiD 11 | Activity 1 Endline Impact Evaluation Report result for each subtask within the grade and language. Analysts considered DiDs statistically significant when the p-value was less than the 5 percent level. Analysts also examined and extracted the margins to show the mean scores and zero scores for the comparison at baseline, comparison at endline, intervention at baseline, and intervention at endline. The analyses used sample weights. Details on the structure and calculation of sample weights are found in Annex C. EQ3. The analysis concentrated on the results from the teacher questionnaire and classroom observation to understand teacher practices. One set of analyses with endline EGRA datasets merged the weighted ORF scores with the teacher questionnaire datasets and classroom observation datasets. For the teacher questionnaire, the analysis of these datasets was specific to grade and language, examining for intervention students how the mean ORF correlated with teacher responses. On the classroom observation, analysts correlated the weighted mean ORF scores with the counts of instances of specific lesson content, teacher actions, and classroom items observed. These count scores ranged between 0 and 10 for each variable, adding up the number of times an enumerator observed a practice during a 30-minute reading lesson. The second set of analyses under EQ3 combined the baseline-endline data for common items on the teacher questionnaire and classroom observation. Analysts conducted descriptive analysis of the teacher questionnaire results for treatment schools, providing rough comparisons between baseline and endline of the number of teachers and corresponding percentage for each question and response option. On the classroom observation, analysts calculated the mean count scores for specific lesson content, teacher actions, and classroom items to provide a rough comparison for treatment schools of the mean count scores for each variable between baseline and midline. EQ4. Analysts disaggregated the DiD results by student sex for each grade and language. With the baseline-endline datasets, analysts considered the differences over time and treatment separately for boys and girls. The outcomes of interest were EGRA subtask mean scores and EGRA subtask zero scores. The analysts employed OLS regressions in which the dependent variable was each EGRA subtask and the independent variables were the treatment variable (e.g., intervention or comparison), study phase variable (e.g., baseline or endline), and the interaction between the treatment and study phase variables. The regressions were separated by boys and girls. The coefficient from the interaction yielded the DiD result for each subtask within the grade and language specific to boys and girls. Analysts considered DiDs significant when the p-value was less than the 5 percent level. The analyses used sample weights. Details on the structure and calculation of sample weights are found in Annex C. Additional analyses. Analysts executed three other sets of analyses: (1) endline results between intervention and comparison groups by language and grade; (2) endline results within intervention and comparison groups between boys and girls; and (3) descriptive analysis of each SSME questionnaire differentiated by intervention and comparison, as well as by language and grade when appropriate. See Annex E to Annex G for these additional analyses. EGRA TEST RELIABILITY The main indicator of reliability for psychometric tests is Cronbach’s alpha, or the alpha coefficient, which estimates the internal consistency reliability of a test for a specific test administration. It indicates the extent to which subtasks or items that are designed to measure a construct deliver consistent scores. The range for Cronbach’s alpha is 0.00 to 1.00, with higher values indicating better (or more Activity 1 Endline Impact Evaluation Report | 12 desirable) reliability. For educational tests, the alpha value of 0.70 is considered acceptable.17 The calculation of alphas for the entire EGRA relied on the percent correct for all timed and untimed subtasks. The alphas were calculated separately for each grade level with percent correct scores for the subtasks. These values indicate strong reliability (Table 11). Table 11: EGRA Reliability by Language and Grade Language Group Grade 2 Grade 4 Kiswahili 0.83 0.89 Lingala 0.84 0.87 Tshiluba 0.86 0.88 SUBTASK QUALITY AND RELIABILITY The calculation of alphas for each subtask within grade and language rely on the number of items for which there are data. For example, even though the letter sounds subtask has 100 items, in Kiswahili Grade 2 the alpha is calculated based on data from 67 items because there were data for only 67 items. For Grade 2 Kiswahili, all the subtasks had acceptable reliability except Kiswahili vocabulary and reading comprehension. In Grade 2 Lingala, all the subtasks had acceptable reliability except French vocabulary. For Grade 2 Tshiluba, all the subtasks had acceptable reliability except Tshiluba vocabulary and reading comprehension. For Grade 4 in the Kiswahili zone, all the subtasks had acceptable reliability except French vocabulary and reading comprehension. In Grade 4 in the Lingala zone, all the subtasks had acceptable reliability. For Grade 5 in the Tshiluba zone, all the subtasks had acceptable reliability except letter sounds, nonwords, and reading comprehension (Tables 12 and 13). Table 12: Subtask Quality and Reliability, Grade 2, By Language Subtask Kiswahili Grade 2 Lingala Grade 2 Tshiluba Grade 2 # of Items Reliability # of Items Reliability # of Items Reliability National Language Vocabulary 22 0.61 22 0.70 22 0.67 Letter Sounds 67 0.96 54 0.88 65 0.90 Familiar Word Reading 33 0.96 29 0.96 34 0.90 Nonword Reading 39 0.94 36 0.93 43 0.93 Oral Reading Fluency 28 0.95 30 0.97 28 0.90 Reading Comprehension 4 0.60 5 0.71 5 0.01 French Vocabulary 22 0.81 22 0.53 22 0.78 17 American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, Standards for Educational and Psychological Testing (American Educational Research Association, 2014); RTI International, 2016. 13 | Activity 1 Endline Impact Evaluation Report Table 13: Subtask Quality and Reliability, Grade 4, By Language Zone Subtask Kiswahili Grade 4 Lingala Grade 4 Tshiluba Grade 4 # of Items Reliability # of Items Reliability # of Items Reliability French Vocabulary 22 0.56 22 0.77 22 0.83 Letter Sounds 58 0.91 61 0.94 59 0.50 Familiar Word Reading 45 0.85 40 0.91 41 0.90 Nonword Reading 40 0.88 41 0.89 39 0.50 Oral Reading Fluency 48 0.88 49 0.82 48 0.86 Reading Comprehension 5 0.64 5 0.71 5 0.37 INTERRATER RELIABILITY Interrater reliability was computed for each grade level using Cohen’s kappa coefficient (κ). The general interpretation of κ is 0 indicates there is no agreement between raters outside of random chance, while 1 demonstrates perfect agreement between the raters. Generally, interpreting the meaning of κ follows guidelines: 0.0 < κ ≤ 0.2 is slight agreement, 0.2 < κ ≤ 0.4 is fair agreement, 0.4 < κ ≤ 0.6 is moderate agreement, 0.6 < κ ≤ 0.8 is substantial agreement, and 0.8 < κ ≤ 1 is almost perfect agreement.18 The IRR analysis examined 453 students (10 percent of the 4,574 students in the sample) who were observed simultaneously by two different enumerators. Table 14 shows that for each grade and language κ was 0.84 or greater which means there is almost perfect agreement between raters. Table 14: EGRA Interrater Reliability by Language and Grade Language Group Grade 2 Grade 4 Kiswahili 0.93 0.84 Lingala 0.93 0.90 Tshiluba 0.91 0.92 18 J. R. Landis and G. G. Koch, “The Measurement of Observer Agreement for Categorical Data.” Biometrics 33 (1977): 159– 174; RTI International, Early Grade Reading Assessment (EGRA) Toolkit (2nd ed.) (USAID, 2016). SAMPLE Schools were selected at the first stage of the sample according to the research design for intervention and comparison schools based on the results of the matching. However, schools in each language zone were replaced or dropped from the study during data collection. Data collection teams could not reach some schools because of security issues and logistical constraints, and other schools were no longer operational. • Within the Kiswahili zone, the evaluation team had to replace one comparison school, but after replacement the overall number of 66 schools (33 intervention and 33 comparison) was maintained. • For Lingala schools, the enumerators did not assess three intervention schools and one comparison school. In addition, the evaluation team replaced one unreachable comparison school. This means that the Lingala school sample after data collection contained 43 intervention schools and 45 comparison schools. During data cleaning, the data analysts identified the two Activity 1 Endline Impact Evaluation Report | 14 extra comparison schools without treatment matches and removed them from the Lingala datasets generated for analysis. • In Tshiluba, the enumerators did not assess students in one intervention school and in one comparison school. Table 15 shows the final number of schools by language in the sample after data collection and cleaning. The schools surveyed at baseline and endline are the same schools. Table 15: Schools by Language Group and Treatment Status Language Intervention Comparison Total Percent of Target Kiswahili 33 33 66 100% Lingala 43 43 86 93% Tshiluba 42 42 84 98% STUDENT SAMPLE Within each grade at each school, enumerators at endline attempted to assess 10 students, split evenly between boys and girls. Because some classes had fewer than 10 students or fewer than five boys or girls, enumerators did not perfectly achieve these targets at endline. • In the Kiswahili zone, enumerators reached 97 percent of targeted Grade 3 students and 95 percent of targeted Grade 5 students. • In the Lingala zone, enumerators reached 93 percent of targeted Grade 3 students and 88 percent of targeted Grade 5 students. • In the Tshiluba zone, enumerators reached 97 percent of targeted Grade 3 students and 97 percent of targeted Grade 5 students Between September and December 2019, 2,308 Grade 3 students and 2,266 Grade 5 students were assessed across 236 schools (Tables 16 and 17). The tables disaggregate the sample by language, treatment status, and student sex. They distinguish between the endline students and corresponding baseline students from the same schools. Table 16: Grade 3 Students by Phase, Language, Treatment Status, and Sex Language Status Baseline Endline Boys Girls Total Boys Girls Total Kiswahili Intervention 183 145 328 166 151 317 Comparison 170 148 318 176 145 321 Total 353 293 646 342 296 638 Lingala Intervention 217 199 416 213 202 415 Comparison 208 213 421 209 209 418 Total 425 412 837 422 411 833 Tshiluba Intervention 202 203 405 208 212 420 Comparison 233 189 422 209 208 417 Total 435 392 827 417 420 837 15 | Activity 1 Endline Impact Evaluation Report Table 17: Grade 5 Students by Phase, Language, Treatment Status, and Sex Language Status Baseline Endline Boys Girls Total Boys Girls Total Kiswahili Intervention 157 167 324 166 148 314 Comparison 182 137 319 174 138 312 Total 339 304 643 340 286 626 Lingala Intervention 217 200 417 200 203 403 Comparison 213 196 409 211 195 406 Total 430 396 826 411 398 809 Tshiluba Intervention 229 167 396 203 217 420 Comparison 241 172 413 208 203 411 Total 470 339 809 411 420 831 TEACHER AND SCHOOL DIRECTOR SAMPLE For the teacher sample, enumerators at endline attempted to assess two teachers in each targeted school—one in Grade 2 and the other in Grade 4. Between September and December 2019, 232 Grade 2 teachers and 233 Grade 4 teachers were assessed across 236 schools (Table 18). Table 18: Teachers by Language Group Language Grade 2 Grade 4 Total Percent of Target Total Percent of Target Kiswahili 65 98% 64 97% Lingala 84 91% 83 90% Tshiluba 83 97% 86 100% Similarly, enumerators at endline attempted to complete SSME tools with one school director or assistant school director in each target school. In total, 236 school directors from the 236 visited schools completed the SSME tools (Table 19). Table 19: School Directors by Language Group Language Total Percent of Target Kiswahili 66 100% Lingala 86 93% Tshiluba 84 98% FINDINGS Activity 1 Impact at the End of Grade 2 EQ1: What are the impacts of Activity 1 on students’ reading proficiency in national languages at the end of Grade 2? Activity 1 Endline Impact Evaluation Report | 16 Answer At the end of Grade 2, Activity 1 had an important, positive, statistically significant impact in Tshiluba and some positive impact in Kiswahili (Figure 8). Results show learning gains and a decline in the proportion of students with zero scores for intervention students relative to comparison students in letter sounds and familiar words in Kiswahili and Tshiluba and in nonwords, ORF, and reading comprehension in Tshiluba. Although students in Kiswahili improved their mean ORF scores, the proportion of students with zero scores did not decline, indicating that ORF learning gains in Kiswahili were driven by high￾performing students and that low-performing students did not benefit as much from the interventions. Similarly, reading skills in Lingala showed statistically significant improvement in letter sounds, for which students gained five correct letter sounds per minute (CLSPM); however, the proportion of students with zero scores did not decline. Figure 8: Activity 1 Impact at End of Grade 2 by Language At the end of Grade 2, Activity 1 had no statistically significant impact on students’ national language or French language vocabulary skills in the three language zones. Intervention students and comparison students exhibited similar changes in mean scores and zero scores for these two subtasks, indicating that Activity 1 was not effective at improving basic receptive and productive vocabulary skills in national language or in French at the end of Grade 2. Findings Kiswahili End of Grade 2 Results Mean Scores. In the Kiswahili zone, Activity I had a positive effect on students’ reading proficiency in letter sounds, familiar words, and ORF at the end of Grade 2. For letter sounds, intervention students showed an increase of 7.1 CLSPM relative to comparison students (Table 20). Similarly, mean scores for intervention students were 4.4 correct familiar words per minute (CFWPM) higher than those of their comparison counterparts. ORF scores for intervention students also showed improvement, rising by 2.8 correct words per minute (CWPM) between baseline and endline, whereas ORF scores for comparison students fell. Table 20: Kiswahili DiD Results, Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Kiswahili Vocabulary 11.3 11.2 -0.1 13.0 12.8 -0.2 0.1 Letter Sounds Knowledge 11.2 16.0 4.8 9.7 7.4 -2.3 7.1* Familiar Word Reading 3.1 6.8 3.7 1.6 0.9 -0.7 4.4* Nonword Reading 2.1 3.2 1.1 0.9 0.2 -0.6 1.7 Oral Reading Fluency 1.8 4.1 2.3 1.0 0.5 -0.5 2.8* Reading Comprehension 0.1 0.1 0.1 0.0 0.0 0.0 0.1 French Vocabulary 12.5 11.7 -0.8 8.3 6.7 -1.6 0.8 *p-value ≤ 0.05 •Letter sounds •Familiar words Kiswahili •No impact Lingala • Letter sounds •Familiar words •Nonwords • ORF • Reading comprehension Tshiluba 17 | Activity 1 Endline Impact Evaluation Report Zero Scores. The proportion of students with zero scores declined between baseline and endline for all subtasks in the intervention group, whereas the proportion rose for all subtasks in the comparison group. Results showed statistically significant impact on zero scores in letter sounds (27 percentage points) and familiar words (29 percentage points) at the end of Grade 2 in Kiswahili (Table 21). Table 21: Kiswahili DiD Results, Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Kiswahili Vocabulary 1% 1% -1% 0% 0% 0% -1% Letter Sounds Knowledge 22% 13% -9% 14% 31% 17% -27%* Familiar Word Reading 76% 50% -26% 86% 90% 4% -29%* Nonword Reading 82% 78% -5% 93% 98% 6% -10% Oral Reading Fluency 78% 69% -9% 88% 93% 5% -13% Reading Comprehension 94% 90% -3% 97% 99% 2% -5% French Vocabulary 0% 0% 0% 0% 0% 0% 0% *p-value ≤ 0.05 Lingala End of Grade 2 Results Mean Scores. Activity 1 improved student performance in letter sounds in Lingala at the end of Grade 2. On average, intervention students scored five CLSPM higher than comparison students between baseline and endline. No other statistically significant changes were observed between the intervention and comparison groups (Table 22). Table 22: Lingala DID Results, Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Lingala Vocabulary 15.4 13.7 -1.7 14.7 14.3 -0.4 -1.3 Letter Sounds Knowledge 10.3 12.1 1.8 8.1 4.9 -3.2 5* Familiar Word Reading 1.3 1.3 0.1 1.3 0.5 -0.8 0.8 Nonword Reading 0.8 0.9 0.1 0.5 0.5 -0.1 0.2 Oral Reading Fluency 2.2 1.9 -0.3 1.7 0.7 -1.0 0.7 Reading Comprehension 0.2 0.1 0.0 0.1 0.1 0.0 0 French Vocabulary 7.8 7.0 -0.8 6.5 5.6 -0.9 0 *p-value ≤ 0.05 Zero Scores. In the Lingala zone, Activity 1 did not yield any statistically significant results in the proportion of students at the end of Grade 2 with zero scores for any EGRA subtasks. However, scores in letter sounds and French vocabulary improved—the proportion of intervention students with zero scores declined by 4 percentage points and 1 percentage point, respectively (Table 23). The remaining subtasks had a difference of 1 or 2 positive or negative percentage points, and in the Lingala vocabulary subtask, there were no differences between these two groups over time. In fact, the intervention and comparison groups’ proportion of zero scores grew in five subtasks (Lingala vocabulary, familiar word reading, nonword reading, ORF, and reading comprehension), indicating that Activity 1 Endline Impact Evaluation Report | 18 students at the bottom of the distribution, lowest-performing students, did not experience any learning improvements. Table 23: Lingala DiD Results, Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Lingala Vocabulary 0% 1% 1% 1% 2% 1% 0% Letter Sounds Knowledge 22% 19% -4% 40% 47% 6% -10% Familiar Word Reading 89% 91% 2% 92% 96% 4% -2% Nonword Reading 88% 91% 2% 93% 95% 2% 1% Oral Reading Fluency 78% 89% 10% 86% 95% 9% 1% Reading Comprehension 90% 93% 3% 93% 97% 4% -1% French Vocabulary 3% 2% -1% 6% 5% 0% -1% Tshiluba End of Grade 2 Results Mean Scores. Activity I had statistically significant impact on students’ reading proficiency in Tshiluba at the end of Grade 2. Specifically, student performance improved in letter sounds (+15.3 CLSPM), familiar words (+6.9 CFWPM), nonwords (+4.8 CNWPM), ORF (+5.7 CWPM), and reading comprehension (+0.7 questions) (Table 24). Table 24: Tshiluba DID Results, Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Tshiluba Vocabulary 18.9 18.6 -0.4 18.6 16.7 -2.0 1.6 Letter Sounds Knowledge 11.8 24.3 12.5 14.3 11.5 -2.8 15.3* Familiar Word Reading 3.5 9.5 6.0 3.2 2.3 -0.9 6.9* Nonword Reading 1.6 5.4 3.8 2.1 1.1 -1.0 4.8* Oral Reading Fluency 2.4 7.3 5.0 2.2 1.5 -0.7 5.7* Reading Comprehension 0.1 0.7 0.6 0.2 0.1 -0.1 0.7* French Vocabulary 8.2 9.4 1.2 7.3 7.2 -0.1 1.3 *p-value ≤ 0.05 Zero Scores. Results also showed statistically significant improvements in the proportion of students with zero scores in the same subtasks in Tshiluba at the end of Grade 2. Almost a quarter (24 percent) more intervention students than their comparison counterparts correctly identified at least one letter sound (Table 25). Similarly, slightly more than a quarter (26 percent) more intervention students correctly read at least one nonword. For ORF, the proportion of students with zero scores declined by 29 percentage points. The largest gains were in reading comprehension (31 percentage points) and familiar words (36 percentage points). 19 | Activity 1 Endline Impact Evaluation Report Table 25: Tshiluba DiD Results, Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Tshiluba Vocabulary 0% 0% 0% 0% 3% 3% -3% Letter Sounds Knowledge 25% 4% -21% 24% 27% 3% -24%* Familiar Word Reading 73% 45% -28% 72% 80% 8% -36%* Nonword Reading 84% 65% -19% 82% 90% 7% -26%* Oral Reading Fluency 80% 58% -22% 78% 85% 7% -29%* Reading Comprehension 94% 68% -26% 87% 91% 5% -31%* French Vocabulary 9% 0% -8% 9% 1% -8% 0% *p-value ≤ 0.05 Activity 1 Impact at the End of Grade 4 EQ2. What are the impacts of ACCELERE! Activity 1 on students’ reading proficiency in French language at the end of Grade 4? Answer At the end of Grade 4, Activity 1 had some positive, statistically significant impact in French in the Tshiluba zone but no statistically significant impact in French in the Kiswahili and Lingala zones (Figure 9). Results showed learning gains and a decline in the proportion of students with zero scores in French language for intervention students relative to comparison students in nonword reading (+4.5 CNWPM) and in ORF (+9 CWPM) in the Tshiluba zone. However, although students in the Tshiluba zone improved their mean scores in familiar words and reading comprehension in French language, the proportion of students with zero scores did not decline in these subtasks, indicating that learning gains in these two subtasks were driven by high-performing students and that low-performing students did not benefit as much from the interventions. Figure 9: Activity 1 Impact in French at End of Grade 4 by Language Activity 1 had no statistically significant impact on students’ foundational reading skills in French language in the Kiswahili and Lingala zones. Intervention students and comparison students achieved similar changes in mean scores and zero scores in all reading subtasks in the two zones, indicating that Activity 1 was not effective at improving reading skills in French at the end of Grade 4 in the Kiswahili and Lingala zones. Findings Kiswahili Zone End of Grade 4 Results Mean Scores. In the Kiswahili zone, Activity I did not have any statistically significant impact on students’ reading proficiency in French at the end of Grade 4. Results from the intervention group showed that student performance worsened in four of the six subtasks and that two subtasks (ORF and reading comprehension) showed minimal improvements (Table 26). Similarly, reading proficiency for comparison students worsened in every subtask between baseline and endline. •No impact Kiswahili •No impact Lingala •Nonwords •ORF Tshiluba Activity 1 Endline Impact Evaluation Report | 20 Table 26: Kiswahili DiD Results, Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 16.3 15.7 -0.6 12.9 11.3 -1.6 1 Letter Sounds Knowledge 29.6 26.6 -2.9 24.2 19.5 -4.7 1.7 Familiar Word Reading 12.6 12.1 -0.4 10.1 7.3 -2.8 2.4 Nonword Reading 8.9 8.5 -0.5 7.3 5.4 -1.9 1.4 Oral Reading Fluency 20.9 21.4 0.4 15.4 12.9 -2.5 2.9 Reading Comprehension 1.0 1.3 0.3 0.6 0.5 -0.1 0.4 Zero Scores. In the Kiswahili zone, there was no statistically significant impact on the proportion of students with zero scores in French at the end of Grade 4. There was, however, a decline in the proportion of students with zero scores in letter sounds, familiar words, nonwords, and reading comprehension for intervention students relative to comparison students (Table 27). Table 27: Kiswahili DiD Results, Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 0% 0% 0% 0% 0% 0% 0% Letter Sounds Knowledge 2% 4% 2% 4% 14% 10% -8% Familiar Word Reading 37% 36% -1% 41% 58% 16% -17% Nonword Reading 37% 43% 5% 42% 59% 18% -12% Oral Reading Fluency 23% 30% 8% 43% 44% 1% 6% Reading Comprehension 62% 49% -13% 70% 72% 2% -15% *p-value ≤ 0.05 Lingala Zone End of Grade 4 Results Mean Scores. Activity I did not have a statistically significant impact on students’ reading proficiency in the Lingala zone in French at the end of Grade 4. Additionally, results show that student performance in both intervention and comparison groups worsened between baseline and endline in every subtask, though intervention students showed a slight increase over comparison students in nonword reading (Table 28). Table 28: Lingala DID Results, Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 11.7 8.6 -3.2 8.8 6.8 -1.9 -1.2 Letter Sounds Knowledge 22.7 16.4 -6.3 17.2 12.7 -4.6 -1.7 Familiar Word Reading 7.4 5.2 -2.1 5.3 3.3 -2.0 -0.1 Nonword Reading 5.8 4.2 -1.5 4.7 2.7 -2.0 0.4 Oral Reading Fluency 12.1 9.7 -2.4 7.8 5.5 -2.3 -0.1 21 | Activity 1 Endline Impact Evaluation Report Reading Comprehension 0.4 0.3 -0.1 0.3 0.1 -0.2 0.1 Zero Scores. Similarly, Activity 1 had no statistically significant impact on the proportion of students with zero scores in any of the reading subtasks in the Lingala zone in French at the end of Grade 4. The proportion of zero scores for students in the intervention and comparison groups grew between baseline and endline in every subtask except reading comprehension, where there was a minimal improvement of 2 percentage points for intervention students (Table 29). Table 29: Lingala DID Results, Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 0% 4% 4% 0% 3% 2% 1% Letter Sounds Knowledge 6% 17% 11% 16% 22% 6% 4% Familiar Word Reading 48% 70% 22% 65% 77% 12% 10% Nonword Reading 55% 70% 15% 66% 78% 12% 3% Oral Reading Fluency 41% 66% 26% 60% 77% 16% 9% Reading Comprehension 78% 83% 6% 86% 93% 7% -2% Tshiluba Zone End of Grade 4 Results Mean Scores. The Tshiluba zone was the only region where Activity 1 improved students’ reading proficiency in French at the end of Grade 4. Statistically significant improvements were found in familiar words, nonwords, ORF, and reading comprehension (Table 30). Intervention students scored 5.2 CFWPM more than comparison students and read 4.5 CNWPM more than comparison students. The biggest gains were in ORF, where intervention students read 9 CWPM more than comparison students. Table 30: Tshiluba DiD Results, Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 12.9 12.6 -0.3 10.3 10.0 -0.3 0 Letter Sounds Knowledge 28.9 28.2 -0.7 20.5 18.0 -2.5 1.8 Familiar Word Reading 10.9 12.6 1.7 8.9 5.4 -3.5 5.2* Nonword Reading 8.2 9.7 1.5 7.1 4.0 -3.0 4.5* Oral Reading Fluency 18.0 22.4 4.4 14.0 9.4 -4.6 9* Reading Comprehension 0.6 1.0 0.4 0.5 0.4 0.0 0.4* *p-value ≤ 0.05 Zero Scores. Although Activity I had a statistically significant, positive impact on students’ mean scores at the end of Grade 4 in French, its impact on the proportion of students with zero scores in French was limited to the nonword reading (26 percent decrease) and ORF subtasks (21 percent decrease) in the Tshiluba zone (Table 31). Activity 1 Endline Impact Evaluation Report | 22 Table 31: Tshiluba DID Results, Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 0% 0% 0% 1% 1% -1% 0% Letter Sounds Knowledge 5% 2% -2% 18% 13% -5% 2% Familiar Word Reading 42% 38% -4% 51% 64% 13% -17% Nonword Reading 44% 38% -7% 50% 70% 20% -26%* Oral Reading Fluency 37% 27% -10% 47% 58% 11% -21%* Reading Comprehension 65% 56% -9% 73% 78% 5% -14% *p-value ≤ 0.05 Activity 1 Impact on Teaching Practices EQ3. What are the impacts of Activity 1 on teachers’ delivery of effective reading instruction? What teacher practices are correlated with improved student reading performance? Answer Activity 1’s impact on teachers’ delivery of effective reading instruction and teacher practices that correlate with improved student reading performance varied across the three language zones and across the grades. Table 32 summarizes the factors, practices, and perceptions that emerged from the teacher questionnaire and classroom observations. Table 32: Activity 1 Impact on Teacher Practices by Language Zone, by Grade Kiswahili Zone Lingala Zone Tshiluba Zone Grade 2 Grade 4 Grade 2 Grade 4 Grade 2 Grade 4 Teacher Factors Correlated with Higher ORF Scores Training ✓ ✓ Coaching ✓ Teacher Guide ✓ ✓ Student Booklets ✓ ✓ ✓ Increased Teacher Practices Oral Assessment ✓ ✓ ✓ End-of-Year Assessment ✓ ✓ ✓ End-of-Quarter Assessment ✓ ✓ ✓ Assessment Results to Adapt Teaching ✓ ✓ ✓ ✓ Assessment Results to Plan Activities ✓ ✓ Read Aloud ✓ ✓ ✓ ✓ Silent Reading ✓ Writing ✓ ✓ Vocabulary ✓ ✓ ✓ Grammar ✓ ✓ Teacher Perceptions 23 | Activity 1 Endline Impact Evaluation Report Reading Fluency at Grade 1 and Grade 2 ✓ ✓ ✓ ✓ In the Kiswahili zone, Grade 2 intervention students whose teachers had received training in reading instruction and who had been coached by school directors or Activity 1 reading staff obtained statistically significantly higher mean ORF scores than other students. For Grade 4 teachers, training in instruction and coaching did not correlate with higher mean ORF scores. Between baseline and endline, Grade 2 and Grade 4 teachers in the Kiswahili zone increased their use of end-of-year and end-of-quarter evaluations, and Grade 2 teachers also increased their use of oral assessments. In addition, teachers increased their use of assessment results to adapt their teaching and plan activities. Grade 2 teachers also used more read-aloud and writing activities. More Grade 2 teachers in the Kiswahili zone now believe that students should be able to read fluently in Grades 1 and 2. In the Lingala zone, teacher training and coaching in reading instruction did not correlate with higher mean ORF scores for students in Grades 2 and 4. However, in Grade 2 and Grade 4 classrooms where the teacher guide and student books were available, students achieved statistically significantly higher mean ORF scores. In Grades 2 and 4, more teachers in the Lingala zone stated using oral assessments with students and using assessment results to adapt teaching at endline. Whereas Grade 2 teachers were observed using more read-aloud activities in their reading lessons, Grade 4 teachers used more read-aloud, silent reading, writing, and vocabulary activities. More Grade 2 teachers in the Lingala zone now believe that students should be able to read fluently in Grades 1 and 2. In the Tshiluba zone, teacher training in reading instruction, coaching, and the teacher guide did not correlate with higher mean ORF scores for Grade 2 students, and only preservice training correlated with higher mean scores for Grade 4 students. The availability of student reading books correlated with higher scores in Grade 2 but not in Grade 4. In Grade 2, the percentage of teachers using oral assessments declined, but the use of end-of-year and quarterly assessments grew. In Grades 2 and 4, the percentage of teachers who used assessment results to plan activities rose slightly. Fewer Grade 2 teachers were observed leading read-aloud activities, but more Grade 4 teachers were observed doing the same. In both grades, more teachers were observed leading grammar and vocabulary activities during the reading lesson. More Grade 2 and Grade 4 teachers in the Tshiluba zone believed at endline that students should be able to read fluently in Grades 1 and 2. Findings This section presents selected results from the teacher questionnaires and classroom observations conducted with Grade 2 and Grade 4 intervention teachers.19 Additional results are available in Annex G–J. 19 The evaluation team targeted teachers in Grades 2 and 4. For sampling of students, the selected teachers identified all their students from the previous school year (2018–2019) whom they had taught when in Grades 2 and 4, respectively. Those students were promoted to Grades 3 and 5 for the 2019–2020 school year and at the time of data collection for this evaluation. Once teachers identified all their previous year’s students, the enumerators randomly selected 10 students per grade. Kiswahili Zone Teacher Factors. Table 33 presents factors for Grade 2 Kiswahili intervention teachers that correlate with mean ORF student scores. Students whose teachers had received training on how to teach reading Activity 1 Endline Impact Evaluation Report | 24 scored statistically significantly higher ORF mean scores (3.8 CWPM) than students whose teachers had not (1.3 CWPM). Similarly, students whose teachers had received in-service training on how to teach reading achieved higher mean ORF scores (4.7 CWPM) than those whose teachers had not (2.0 CWPM). Students whose teachers had been observed by the school directors during a lesson obtained higher ORF scores on average (4.0 CWPM) than students whose teachers had not (1.4 CWPM). Students whose teachers had received coaching support from Activity 1 achieved higher mean ORF scores (5.1 CWPM) than students whose teachers had not (2.3 CWPM). However, the frequency of visits by Activity 1 coaches did not have a statistically significant impact on student performance. Students whose teachers had received the Activity 1 teacher guide did not obtain statistically significantly higher mean ORF scores than those whose teachers had not. Furthermore, the frequency of use of the teacher guide did not have statistically significant impact on students’ ORF mean scores. Similarly, students who had received the Activity 1 student books, regardless of when it was received and whether it was received in sufficient number, did not have statistically significantly higher mean ORF scores than students who had not. Table 33: Grade 2 Kiswahili Teacher Factors and Mean ORF Scores at Endline Question Response Treatment Percent of Students Mean ORF Score Obs. (Students) Trained to teach reading * No 11% 1.3 18 Yes 86% 3.8 252 Don't know 3% 10.7 9 Attended in-service training on reading * No 31% 2.0 65 Yes 69% 4.7 242 Don't know -- -- -- During the 2018–2019 school year, did the principal or his/her assistant observe your lessons? * No 5% 1.4 8 Yes 93% 4.0 281 Don't know 1% 0.4 18 Did ACCELERE! project reading staff observe your lessons? * No 34% 2.3 94 Yes 60% 5.1 185 Don't know 6% 0.1 28 *p-value ≤ 0.05 However, the statistically significant correlations between student scores and teacher training in reading and coaching support mean that ORF scores at Grade 2 did not hold true in Grade 4, indicating that students whose teachers had been trained and coached performed comparably to students whose teachers had not. Likewise, the availability and use of Activity 1 teacher and student materials did not correlate with higher mean scores in Grade 4. Teacher Practices. Figure 10 shows the percentage of Grade 2 Kiswahili intervention teachers and how they claimed to assess their students at baseline and endline. Notably, the percentage of teachers who used oral assessments (69 percent at baseline to 75 percent at endline), end-of-quarter evaluations (0 percent at baseline to 41 percent at endline), and end-of-year evaluations (6 percent at baseline to 41 percent at endline) rose. Furthermore, at endline, more teachers claimed to use assessment results to plan activities (0 percent at baseline to 13 percent at endline) and adapt their teaching (3 percent at baseline to 56 percent at endline). 25 | Activity 1 Endline Impact Evaluation Report Figure 10: Grade 2 Kiswahili Teacher Use of Assessment Similarly, Grade 4 Kiswahili intervention teachers claimed to use more end-of-quarter evaluations (9 percent at baseline to 34 percent at endline) and end-of-year evaluations (13 percent at baseline and 38 percent at endline). However, the proportion of Grade 4 teachers using oral assessments declined slightly (72 percent at baseline to 69 percent at endline). Grade 4 Kiswahili intervention teachers also claimed more use of assessment results to plan activities (0 percent at baseline to 31 percent at endline) and adapt their teaching (0 percent at baseline to 50 percent at endline). Classroom observation of Grade 2 teachers revealed that intervention teachers, on average, incorporated more read-aloud and writing activities at endline than at baseline. However, at endline, few observed lessons included other foundational reading skills such as listening comprehension, silent reading, and vocabulary than at baseline (Figure 11). Figure 11: Grade 2 Kiswahili Reading Lesson Content Grade 4 Kiswahili intervention teachers used more read-aloud activities in their reading lessons at endline than at baseline. All other lesson content areas saw a decline in usage between baseline and endline in Grade 4. 0% 3% 0% 6% 69% 13% 56% 41% 41% 75% Plan activities Adapt teaching End of quarter evaluation End of year evaluation Oral assessments Endline Baseline 0.3 0.4 1.7 2.3 1.1 3.0 0.0 0.1 0.1 0.3 2.5 3.3 Vocabulary Silent Reading Grammar Listening Comprehension Writing Read Aloud Endline Baseline Activity 1 Endline Impact Evaluation Report | 26 Teacher Perceptions. Figure 12 displays Kiswahili Grade 2 intervention teachers’ perceptions of the earliest grade when a student should fluently read a short, simple text. At baseline, 35 percent of teachers said that Grade 1 or Grade 2 was the appropriate grade. However, at endline, the responses shifted to 88 percent stating Grade 1 or Grade 2. Grade 4 teachers’ perceptions of when students should read fluently with confidence remained concentrated in Grade 2 and Grade 4 at baseline and endline. Figure 12: Grade 2 Kiswahili Teacher Perception of Early Grade Reading Lingala Zone Teacher Factors. Table 34 presents factors for Grade 2 Lingala intervention teachers and their correlations with higher mean ORF scores. Students whose teachers had received training on how to teach reading did not achieve statistically significantly higher ORF mean scores than students whose teachers had not received this training. Furthermore, the mean ORF score for students whose teachers had received in-service training in reading was only 2.2 CWPM. Students whose teachers had been observed by the school directors during a lesson did not obtain statistically significantly higher ORF scores on average than students whose teachers had not and obtained an ORF mean score of only 1.9 CWPM. Coaching by Activity 1 reading staff correlated with lower ORF mean scores (1.4 CWPM) for Grade 2 students in Lingala compared with students whose teachers had not been coached (3.0 CWPM). However, those results were not statistically significant. Students whose teachers had received the Activity 1 teacher guide obtained statistically significantly higher mean scores (2.5 CWPM) than students whose teachers had not (0.2 CWPM). The time of year when the teacher received the teacher guide did not result in statistically significant differences in students’ ORF mean scores. Students whose teachers had received the Activity 1 student reading books obtained statistically significantly higher ORF mean scores (2.8 CWPM) than students whose teachers claimed not to have received the student books (0.5 CWPM). The number of student books received and the time of receipt did not correlate with statistically significantly higher ORF mean scores. Table 34: Grade 2 Lingala Teacher Factors and Mean ORF Scores at Endline Question Response Treatment Percent of Students Mean ORF Score Obs. (Students) Trained to teach reading No 4% 0.1 16 Yes 96% 2.1 373 Don't know -- -- -- Attended in-service training on reading No 13% 0.1 48 Yes 87% 2.2 351 Don't know -- -- -- During the 2018–2019 school year, did the principal or his/her assistant observe your lessons? No 0% 0.0 8 Yes 99% 1.9 373 Don't know 1% 3.2 18 16% 13% 19% 75% 44% 13% 22% 0% 100% Baseline Endline Grade 1 Grade 2 Grade 3 Grade 4 27 | Activity 1 Endline Impact Evaluation Report Question Response Treatment Percent of Students Mean ORF Score Obs. (Students) Did ACCELERE! project reading staff observe your lessons? No 32% 3.0 162 Yes 67% 1.4 227 Don't know 1% 0.1 10 Did you receive the ACCELERE! Teacher's guide?* No 28% 0.2 104 Yes 71% 2.5 277 Don't know 1% 3.2 18 Have your students received ACCELERE! Project Reading books?* No 40% 0.5 144 Yes 58% 2.8 237 Don't know 1% 3.5 18 *p-value ≤ 0.05 Results did not show any statistically significant correlations between teacher training in reading and coaching support and Grade 4 students’ mean ORF scores, indicating that students whose teachers had been trained and coached performed comparably to students whose teachers had not. Like Grade 2 students, students whose teachers had received the Activity 1 teacher guide obtained statistically significantly higher mean scores (14.2 CWPM) than students whose teachers had not (5.2 CWPM). However, only 50 percent of students had teachers who had received the Activity 1 teacher guide. Also, students whose teachers had confirmed receipt of the Activity 1 student reading books obtained statistically significantly higher ORF mean scores (13.8 CWPM) than students whose teachers claimed not to have received the student books (9.1 CWPM). However, only 13 percent of students had teachers who had confirmed receipt of the student books. Students whose teachers confirmed having received enough student reading books achieved statistically significantly higher ORF mean scores (26.7 CWPM) than students in classrooms where not enough books had been received (13.9 CWPM). Teacher Practices. Figure 13 shows the percentage of Lingala Grade 2 intervention teachers and how they claimed to assess their students at baseline and endline. The percentage of teachers who used oral assessments (79 percent at baseline to 90 percent at endline) rose, whereas the percentage of teachers who used end-of-quarter evaluations (47 percent at baseline to 27 percent at endline) and end-of-year evaluations (42 percent at baseline to 22 percent at endline) fell. Furthermore, at endline, more teachers claimed to use assessment results to adapt teaching (0 percent at baseline to 10 percent at endline), but fewer claimed to use assessment results to plan activities (5 percent at baseline to 0 percent at endline). Figure 13: Grade 2 Lingala Teacher Use of Assessment 5% 0% 42% 47% 79% 0% 10% 22% 27% 90% Plan activities Adapt teaching End of year evaluation End of quarter evaluation Oral assessments Endline Baseline Activity 1 Endline Impact Evaluation Report | 28 Like Grade 2 teachers, Grade 4 Lingala teachers claimed to use fewer end-of-quarter evaluations (67 percent at baseline to 28 percent at endline) and end-of-year evaluations (61 percent at baseline and 21 percent at endline) but more oral assessments (61 percent at baseline to 77 percent at endline). Grade 4 Lingala intervention teachers also claimed slightly more use of assessment results to adapt their teaching (6 percent at baseline to 7 percent at endline) but less use to plan activities (6 percent at baseline to 0 percent at endline). Classroom observation of Grade 2 Lingala teachers revealed that intervention teachers, on average, incorporated more read-aloud activities at endline than at baseline. However, at endline, on average, observed lessons included fewer other foundational reading skills such as writing, listening comprehension, silent reading, and vocabulary than at baseline (Figure 14). Figure 14: Grade 2 Lingala Reading Lesson Content Grade 4 Lingala teachers used more read-aloud, silent reading, writing, and vocabulary activities in their reading lessons at endline than at baseline. Teacher Perceptions. Figure 15 displays Lingala Grade 2 intervention teachers’ perceptions of the earliest grade when a student should fluently read a short, simple text. At baseline, 10 percent of teachers said that Grade 1 or Grade 2 was the appropriate grade. However, at endline, the responses shifted to 56 percent stating Grade 1 or Grade 2. Grade 4 teachers’ perceptions of when students should read fluently with confidence remained concentrated in Grade 2 and Grade 4 at baseline and endline. Figure 15: Grade 2 Lingala Teacher Perception of Early Grade Reading 0.2 0.0 0.0 3.3 1.1 3.4 0.0 0.0 0.1 0.6 0.9 4.4 Silent Reading Vocabulary Content: Grammar Listening Comprehension Writing Read Aloud Endline Baseline 5%5% 56% 78% 32% 12% 12% 0% 100% Baseline Endline Grade 1 Grade 2 Grade 3 Grade 4 29 | Activity 1 Endline Impact Evaluation Report Tshiluba Zone Teacher Factors. Table 35 presents factors for Grade 2 Tshiluba intervention teachers that correlated with higher mean ORF scores. Although teacher training in reading did not show statistically significant correlations with higher mean ORF scores, 95 percent of students had a teacher who had received in-service training on how to teach reading. These students averaged 7.6 CWPM, whereas students whose teachers had not received in-service training in reading averaged 1.3 CWPM. Students whose teachers had received the Activity 1 teacher guide did not achieve statistically significantly higher scores (7.4 CWPM) than those whose teachers had not (6.9 CWPM). However, students who had received the Activity 1 student books achieved statistically significantly higher ORF scores (7.9 CWPM) on average than those who had not (6.4 CWPM). Although the timing of the books’ arrival did not correlate with higher ORF scores, receiving enough books for students correlated with lower mean ORF scores (7.4 CWPM) than those of students whose teachers claimed not to have received enough books (9.2 CWPM). Coaching by the school director or Activity 1 project staff did not result in statistically significant correlations with mean scores. Table 35: Grade 2 Tshiluba Teacher Factors and Mean ORF Scores at Endline Question Response Treatment Percent of Students Mean ORF Score Obs. (Students) Trained to teach reading No 1% 6.3 10 Yes 99% 7.4 410 Don't know -- -- -- Attended continuing training on reading No 5% 1.3 20 Yes 95% 7.6 400 Don't know -- -- -- Did you receive the ACCELERE! Teacher's guide No 12% 6.9 50 Yes 88% 7.4 370 Don't know -- -- -- Have your students received ACCELERE! Project Reading books? * No 38% 6.4 170 Yes 62% 7.9 250 Don't know -- -- -- Have you received enough booklets for all students? * No 30% 9.2 90 Yes 70% 7.4 160 Don't know -- -- -- *p-value ≤ 0.05 Preservice training for Grade 4 teachers in reading resulted in higher ORF mean scores for students, but in-service training in reading did not. Availability of the Activity 1 teacher guide and student reading books did not have statistically significant correlations with higher mean ORF scores. However, students who had received the reading books in the second trimester scored statistically significantly higher mean scores (24.6 CWPM) than students who had received the books in the third trimester (4.9 CWPM). Coaching by the school director did not correlate with higher mean ORF scores for students; however, coaching by an Activity 1 reading staff was negatively correlated with mean ORF scores. Students whose teachers were coached by an Activity 1 reading staff scored on average 17.8 CWPM, whereas students whose teachers had not been coached by Activity 1 reading staff scored 26.8 CWPM. Teacher Practices. Figure 16 shows the percentage of Tshiluba Grade 2 intervention teachers and how they claimed to assess their students at baseline and endline. The percentage of teachers who used Activity 1 Endline Impact Evaluation Report | 30 end-of-quarter evaluations (8 percent at baseline to 14 percent at endline) and end-of-year evaluations (0 percent at baseline and 7 percent at endline) rose. However, the percentage of teachers who used oral assessments fell (60 percent at baseline to 45 percent at endline). Furthermore, the percentage of teachers who claimed to use assessment results to plan activities rose slightly (0 percent at baseline to 2 percent at endline). Figure 16: Grade 2 Tshiluba Teacher Use of Assessment Grade 4 intervention teachers in the Tshiluba zone claimed to use more end-of-year evaluations (2 percent at baseline and 7 percent at endline) but fewer oral assessments (55 percent at baseline and 45 percent at endline) and quarterly assessments (24 percent at baseline and 14 percent at endline). Only 2 percent of teachers at endline claimed to use assessment results to plan activities, up from 0 percent at baseline. The percentage of teachers who reported using assessment results to adapt their teaching remained the same (7 percent at baseline and endline). Classroom observation of Grade 2 Tshiluba intervention teachers showed that teachers led fewer read￾aloud and listening comprehension activities but more activities focusing on silent reading, grammar, and vocabulary (Figure 17). Figure 17: Grade 2 Tshiluba Reading Lesson Content Grade 4 teachers used more read-aloud, grammar, and vocabulary activities between baseline and endline and fewer listening comprehension and silent reading activities. 0% 8% 0% 8% 60% 2% 7% 7% 14% 45% Plan activities Adapt teaching End of year evaluation End of quarter evaluation Oral assessments Endline Baseline 0.0 0.0 3.1 0.1 3.1 0.1 0.1 1.1 1.3 2.9 Vocabulary Silent Reading Listening Comprehension Grammar Read Aloud Endline Baseline 31 | Activity 1 Endline Impact Evaluation Report Teacher Perceptions. Figure 18 displays Grade 2 Tshiluba intervention teachers’ perceptions of the earliest grade when a student should fluently read a short, simple text. At baseline, 25 percent of teachers said that Grade 1 or Grade 2 was the appropriate grade. However, at endline, the responses shifted to 93 percent stating Grade 1 or Grade 2. Similarly, 93 percent of Grade 4 Tshiluba intervention teachers believed that students should read fluently in Grades 1 and 2, up from 12 percent at baseline. Figure 18: Grade 2 Tshiluba Teacher Perception of Early Grade Reading Activity 1 Impact by Gender EQ4: How did the impacts on students’ reading proficiency vary by gender (girls or boys)? Answer Activity 1 had statistically significant, positive impact at the end of Grade 2 for boys and girls in Tshiluba and for boys in Kiswahili relative to boys and girls in comparison schools. Activity 1 had no statistically significant impact at the end of Grade 2 for boys and girls in Lingala relative to boys and girls in comparison schools or at the end of Grade 4 for boys and girls in French in the three language zones relative to boys and girls in the comparison groups (Figure 19). Figure 19: Activity 1 Impact by Gender In Tshiluba, at the end of Grade 2, boys and girls achieved statistically significant improvement in mean scores in letter sounds, familiar words, nonwords, ORF, and reading comprehension relative to boys and girls in the comparison group. However, the proportion of boys with zero scores in the intervention group declined only in familiar words and ORF relative to boys in the comparison group, whereas that 3% 7% 22% 86% 57% 5% 15% 2% 0% 100% Baseline Endline Grade 1 Grade 2 Grade 3 Grade 4 • Grade 2 - Kiswahili • Grade 2 - Tshiluba Positive Impact • Grade 2 - Tshiluba Positive Impact • Grade 2 - Lingala • Grade 4 - Kiswahili zone • Grade 4 - Tshiluba zone • Grade 4 - Lingala zone No Impact • Grade 2 - Kiswahili • Grade 2 - Lingala • Grade 4 - Kiswahili zone • Grade 4 - Tshiluba zone • Grade 4 - Lingala zone No Impact Activity 1 Endline Impact Evaluation Report | 32 of girls in the intervention group declined in the same five subtasks relative to girls in the comparison group. This indicates that low-performing girls in intervention schools at the end of Grade 2 benefited more from the interventions in Tshiluba than did low-performing boys. At the end of Grade 4, boys in the Tshiluba zone achieved statistically significant improvement in mean scores in nonwords, ORF, and reading comprehension in French language relative to boys in the comparison schools. However, the proportion of boys with zero scores in the intervention group did not decline relative to boys in the comparison group, indicating that the improvement in mean scores was driven by high-performing boys in intervention schools. Unlike boys at the end of Grade 4, girls in intervention schools in the Tshiluba zone reduced their proportions of zero scores in nonwords and ORF in French relative to girls in the comparison group but did not improve their mean scores relative to girls in the comparison group. At the end of Grade 2, boys in Kiswahili intervention schools outperformed boys in comparison schools between baseline and endline in letter sounds, familiar words, nonwords, ORF, and reading comprehension. The boys in the intervention group improved their mean scores and the proportion of boys with zero scores in the five subtasks. Boys and girls in the Kiswahili and Lingala zones did not perform better in French reading than their peers in comparison schools at the end of Grade 4; Activity 1 had no statistically significant impact in those linguistic zones for boys or girls in French language reading skills. Findings Kiswahili End of Grade 2 Results Mean Scores. Activity 1 had statistically significant impact on boys in the Kiswahili zone at the end of Grade 2 in letter sounds (+8.4 CLSPM), familiar words (+5.5 CFWPM), nonwords (+2.9 CNWPM), ORF (+3.6 CWPM), and reading comprehension (+0.1 questions). Results indicated a significant impact between baseline and endline for boys in the intervention group relative to boys in the comparison group (Table 36). In contrast to boys, Activity 1 had no statistically significant impact on girls in the Kiswahili zone at the end of Grade 2, though girls in the intervention group demonstrated small gains over girls in the comparison group (Table 37). For the Kiswahili zone, results indicated that boys drove the overall statistically significant impacts for letter sounds, familiar words, and ORF at the end of Grade 2. Table 36: Kiswahili DiD Results, Boys Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Kiswahili Vocabulary 11.6 11.5 -0.1 13.4 13.1 -0.3 0.1 Letter Sounds Knowledge 10.6 16.2 5.6 11.3 8.5 -2.8 8.4* Familiar Word Reading 1.9 6.2 4.3 2.4 1.2 -1.2 5.5* Nonword Reading 1.4 3.2 1.8 1.3 0.2 -1.1 2.9* Oral Reading Fluency 1.1 3.9 2.8 1.5 0.6 -0.9 3.6* Reading Comprehension 0.0 0.1 0.1 0.1 0.0 -0.1 0.1* French Vocabulary 12.3 11.3 -1.1 8.7 6.9 -1.8 0.7 *p-value ≤ 0.05 33 | Activity 1 Endline Impact Evaluation Report Table 37: Kiswahili DiD Results, Girls Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Kiswahili Vocabulary 10.9 11.0 0.0 12.7 12.5 -0.2 0.2 Letter Sounds Knowledge 12.0 15.8 3.8 7.9 6.0 -1.9 5.7 Familiar Word Reading 4.5 7.3 2.8 0.8 0.5 -0.2 3.1 Nonword Reading 3.0 3.3 0.3 0.3 0.2 -0.1 0.4 Oral Reading Fluency 2.6 4.3 1.6 0.4 0.3 -0.1 1.8 Reading Comprehension 0.1 0.2 0.1 0.0 0.0 0.0 0 French Vocabulary 12.7 12.2 -0.5 7.8 6.3 -1.4 0.9 Zero Scores. In Kiswahili at the end of Grade 2, Activity 1 had statistically significant impact for boys in letter sounds (-23 percent), familiar words (-31 percent), nonwords (-19 percent), ORF (-20 percent), and reading comprehension (-10 percent) (Table 38). Table 39 shows that for girls at the end of Grade 2, Activity 1 had statistically significant impact in letter sounds (-31 percent) in Kiswahili. Boys and girls in the intervention group experienced declines in zero scores, whereas their comparison counterparts experienced increases in zero scores. For letter sounds, familiar words, nonwords, ORF, and reading comprehension, girls in the intervention group had a lower share of zero scores than boys at baseline and endline, but the boys in the intervention group closed the gap in all these subtasks except letter sounds. Table 38: Kiswahili DiD Results, Boys Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Kiswahili Vocabulary 0% 1% 0% 0% 0% 0% 0% Letter Sounds Knowledge 23% 15% -7% 10% 26% 16% -23%* Familiar Word Reading 82% 54% -29% 82% 85% 3% -31%* Nonword Reading 89% 79% -10% 89% 98% 9% -19%* Oral Reading Fluency 85% 71% -14% 84% 90% 6% -20%* Reading Comprehension 98% 92% -5% 95% 100% 5% -10%* French Vocabulary 0% 0% 0% 1% 0% 0% 0% *p-value ≤ 0.05 Table 39: Kiswahili DiD Results, Girls Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Kiswahili Vocabulary 2% 1% -2% 0% 0% 0% -2% Letter Sounds Knowledge 22% 10% -11% 17% 37% 20% -31%* Familiar Word Reading 68% 47% -21% 91% 96% 5% -26% Nonword Reading 75% 77% 2% 96% 98% 2% 0% Activity 1 Endline Impact Evaluation Report | 34 Oral Reading Fluency 70% 67% -3% 93% 97% 3% -6% Reading Comprehension 89% 88% -1% 100% 99% -1% 0% French Vocabulary 0% 0% 0% 0% 0% 0% 0% *p-value ≤ 0.05 Kiswahili End of Grade 4 Results Mean Scores. Activity 1 had no statistically significant impact on mean scores in French at the end of Grade 4 in the Kiswahili zone for boys (Table 40) or girls (Table 41). Results for boys in the intervention group showed slight learning gains in familiar words, nonwords, ORF, and reading comprehension, whereas results for girls in the intervention group showed slight learning gains only in reading comprehension. Results for boys and girls in the comparison group showed slight declines in mean scores for all subtasks, except in reading comprehension for boys, where no change was detected. Table 40: Kiswahili DiD Results, Boys Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 16.5 15.7 -0.7 13.2 11.7 -1.6 0.8 Letter Sounds Knowledge 28.8 26.0 -2.7 25.5 22.3 -3.1 0.4 Familiar Word Reading 11.1 12.8 1.7 10.8 9.0 -1.8 3.5 Nonword Reading 7.9 8.8 0.9 8.0 6.7 -1.3 2.2 Oral Reading Fluency 19.1 21.5 2.4 15.9 14.9 -1.0 3.3 Reading Comprehension 0.9 1.1 0.3 0.6 0.6 0.0 0.3 Table 41: Kiswahili DiD Results, Girls Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 16.1 15.7 -0.4 12.5 10.8 -1.7 1.2 Letter Sounds Knowledge 30.5 27.3 -3.3 22.6 16.1 -6.4 3.2 Familiar Word Reading 14.3 11.5 -2.8 9.2 5.3 -3.9 1.1 Nonword Reading 10.2 8.1 -2.1 6.5 3.9 -2.5 0.5 Oral Reading Fluency 23.0 21.2 -1.8 14.8 10.6 -4.3 2.5 Reading Comprehension 1.1 1.4 0.3 0.7 0.5 -0.2 0.5 Zero Scores. At the end of Grade 4, results did not show any statistically significant impact in the proportion of boys (Table 42) or girls (Table 43) with zero scores in French in the Kiswahili zone. The proportion of boys with zero scores grew in most subtasks, except in familiar words and reading comprehension for boys in the intervention group and in ORF and reading comprehension for boys in the comparison group. The proportion of girls with zero scores remained unchanged in vocabulary, letter sounds, and familiar words for girls in the intervention group and grew for nonwords and ORF for girls in the intervention group and in all subtasks for girls in the comparison group. 35 | Activity 1 Endline Impact Evaluation Report Table 42: Kiswahili DiD Results, Boys Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 0% 0% 0% 0% 0% 0% 0%* Letter Sounds Knowledge 2% 5% 3% 3% 9% 6% -3% Familiar Word Reading 38% 37% -1% 41% 49% 8% -10% Nonword Reading 40% 45% 6% 41% 54% 13% -7% Oral Reading Fluency 24% 32% 8% 44% 41% -3% 11% Reading Comprehension 60% 52% -7% 72% 70% -2% -5% *p-value ≤ 0.05 Table 43: Kiswahili DiD Results, Girls Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 0% 0% 0% 0% 1% 1% -1% Letter Sounds Knowledge 3% 3% 0% 6% 20% 15% -14% Familiar Word Reading 35% 36% 0% 42% 68% 25% -25% Nonword Reading 35% 40% 5% 43% 66% 23% -18% Oral Reading Fluency 21% 29% 8% 41% 49% 7% 0% Reading Comprehension 64% 46% -18% 68% 75% 7% -25% Lingala End of Grade 2 Results Mean Scores. Activity 1 had no statistically significant impact on mean scores in Lingala at the end of Grade 2 for boys (Table 44) or girls (Table 45). Results indicated statistically significant impact for letter sounds for girls in the intervention group relative to girls in the comparison group. Table 44: Lingala DiD Results, Boys Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Lingala Vocabulary 15.4 13.7 -1.7 14.8 14.2 -0.6 -1.2 Letter Sounds Knowledge 11.3 11.3 0.0 8.3 6.0 -2.3 2.3 Familiar Word Reading 1.9 1.8 -0.1 1.1 0.8 -0.3 0.2 Nonword Reading 1.1 1.3 0.2 0.4 0.7 0.3 -0.1 Oral Reading Fluency 3.1 2.7 -0.5 1.3 1.1 -0.1 -0.3 Reading Comprehension 0.2 0.2 0.0 0.1 0.1 0.0 0 French Vocabulary 8.2 7.1 -1.0 6.7 5.8 -0.9 -0.1 Activity 1 Endline Impact Evaluation Report | 36 Table 45: Lingala DiD Results, Girls Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Lingala Vocabulary 15.5 13.8 -1.6 14.6 14.4 -0.2 -1.4 Letter Sounds Knowledge 9.1 12.9 3.8 7.8 3.7 -4.1 7.8* Familiar Word Reading 0.6 0.9 0.3 1.6 0.3 -1.2 1.5 Nonword Reading 0.5 0.5 0.0 0.7 0.3 -0.4 0.4 Oral Reading Fluency 1.1 1.1 0.0 2.2 0.4 -1.8 1.8 Reading Comprehension 0.1 0.1 0.0 0.1 0.0 -0.1 0.1 French Vocabulary 7.5 6.8 -0.7 6.3 5.5 -0.8 0.1 *p-value ≤ 0.05 Zero Scores. Activity 1 did not have statistically significant impact in the proportion of boys (Table 46) or girls (Table 47) with zero scores in Lingala at the end of Grade 2. The proportion of boys in the intervention group with zero scores grew for all subtasks except letter sounds and French vocabulary. The proportion of girls in the intervention group with zero scores grew in two subtasks (ORF and reading comprehension), declined in three subtasks (letter sounds, nonwords, and French vocabulary), and showed no change in two subtasks (Lingala vocabulary and familiar words). In the comparison group, the proportion of boys and girls with zero scores grew for all subtasks except for letter sounds and nonwords for boys and French vocabulary for girls. Table 46: Lingala DiD Results, Boys Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Lingala Vocabulary 1% 2% 1% 1% 3% 2% -1% Letter Sounds Knowledge 19% 14% -6% 40% 39% -1% -5% Familiar Word Reading 84% 88% 4% 93% 96% 3% 1% Nonword Reading 84% 89% 5% 95% 93% -2% 7% Oral Reading Fluency 73% 86% 13% 86% 95% 9% 4% Reading Comprehension 88% 91% 4% 92% 96% 4% -1% French Vocabulary 4% 3% -1% 5% 6% 1% -2% Table 47: Lingala DiD Results, Girls Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Lingala Vocabulary 0% 0% 0% 1% 2% 0% 0% Letter Sounds Knowledge 26% 24% -2% 41% 54% 13% -15% Familiar Word Reading 94% 93% 0% 91% 97% 6% -6% Nonword Reading 93% 92% -1% 92% 97% 5% -6% Oral Reading Fluency 85% 92% 7% 86% 96% 9% -2% 37 | Activity 1 Endline Impact Evaluation Report Reading Comprehension 94% 96% 2% 94% 98% 4% -2% French Vocabulary 2% 1% -1% 6% 4% -1% 0% Lingala End of Grade 4 Results Mean Scores. Activity 1 had no statistically significant impact on mean scores in French at the end of Grade 4 in the Lingala zone for boys (Table 48) or girls (Table 49). In all subtasks, boys and girls in the intervention and comparison groups scored, on average, slightly lower at endline than at baseline, except for boys in the intervention group in reading comprehension, whose scores showed no change. Table 48: Lingala DiD Results, Boys Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 12.0 9.0 -3.0 9.5 7.4 -2.1 -0.9 Letter Sounds Knowledge 24.3 18.2 -6.1 21.6 16.3 -5.3 -0.8 Familiar Word Reading 8.6 6.8 -1.8 7.4 5.1 -2.3 0.5 Nonword Reading 7.0 5.2 -1.8 6.6 4.1 -2.5 0.7 Oral Reading Fluency 14.4 12.3 -2.1 10.7 8.2 -2.5 0.4 Reading Comprehension 0.4 0.4 0.0 0.4 0.1 -0.3 0.3 Table 49: Lingala DiD Results, Girls Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 11.4 8.1 -3.3 8.0 6.2 -1.7 -1.5 Letter Sounds Knowledge 20.7 14.6 -6.1 12.5 8.7 -3.8 -2.3 Familiar Word Reading 5.9 3.7 -2.3 3.0 1.4 -1.7 -0.6 Nonword Reading 4.3 3.3 -1.0 2.6 1.2 -1.4 0.3 Oral Reading Fluency 9.3 7.1 -2.2 4.6 2.5 -2.1 0.0 Reading Comprehension 0.3 0.2 -0.1 0.2 0.0 -0.1 0.0 Zero Scores. At the end of Grade 4, results did not show any statistically significant impact in the proportion of boys (Table 50) or girls (Table 51) with zero scores in French in the Lingala zone. For both intervention and comparison groups, the proportion of boys and girls with zero scores grew from baseline to endline. Table 50: Lingala DiD Results, Boys Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 0% 3% 3% 1% 3% 3% 0% Letter Sounds Knowledge 5% 17% 12% 10% 15% 5% 7% Activity 1 Endline Impact Evaluation Report | 38 Familiar Word Reading 40% 62% 22% 53% 67% 15% 7% Nonword Reading 46% 63% 17% 56% 69% 14% 4% Oral Reading Fluency 31% 62% 31% 49% 67% 19% 13% Reading Comprehension 75% 80% 5% 82% 91% 9% -4% *p-value ≤ 0.05 Table 51: Lingala DiD Results, Girls Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 1% 5% 4% 0% 3% 2% 2% Letter Sounds Knowledge 8% 17% 10% 23% 30% 8% 2% Familiar Word Reading 57% 78% 21% 78% 88% 10% 11% Nonword Reading 66% 77% 11% 78% 88% 10% 1% Oral Reading Fluency 52% 70% 18% 73% 87% 14% 4% Reading Comprehension 81% 87% 6% 91% 96% 5% 1% Tshiluba End of Grade 2 Results Mean Scores. Table 52 shows the DiD mean scores for boys in Tshiluba at the end of Grade 2. Results were statistically significant for letter sounds (+14.3 CLSPM), familiar words (+6.1 CFWPM), nonwords (+4.9 CNWPM), ORF (+5.2 CWPM), and reading comprehension (+0.8 questions). For these subtasks, the results indicated a significant impact between baseline and endline for boys in the intervention group relative to boys in the comparison group. Table 53 shows the DiD mean scores for girls in Tshiluba at the end of Grade 2. Results were statistically significant for letter sounds (+15.5 CLSPM), familiar words (+7.4 CFWPM), nonwords (+4.4 CNWPM), ORF (+6 CWPM), and reading comprehension (+0.6 questions). For these subtasks, the results indicated a significant impact between baseline and endline for girls in the intervention group relative to girls in the comparison group. Table 52: Tshiluba DiD Results, Boys Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Tshiluba Vocabulary 18.9 18.5 -0.4 18.9 16.8 -2.0 1.6 Letter Sounds Knowledge 15.1 25.9 10.9 18.1 14.7 -3.4 14.3* Familiar Word Reading 5.8 11.5 5.7 4.6 4.3 -0.3 6.1* Nonword Reading 2.7 6.5 3.8 3.3 2.1 -1.2 4.9* Oral Reading Fluency 4.1 9.1 5.0 3.0 2.8 -0.1 5.2* Reading Comprehension 0.2 0.9 0.7 0.3 0.3 0.0 0.8* French Vocabulary 8.4 9.5 1.1 7.4 7.7 0.3 0.8 *p-value ≤ 0.05 39 | Activity 1 Endline Impact Evaluation Report Table 53: Tshiluba DiD Results, Girls Mean Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Tshiluba Vocabulary 18.9 18.6 -0.3 18.4 16.5 -1.9 1.6 Letter Sounds Knowledge 9.0 22.7 13.8 10.1 8.3 -1.8 15.5* Familiar Word Reading 1.4 7.6 6.1 1.7 0.4 -1.3 7.4* Nonword Reading 0.7 4.4 3.6 0.9 0.1 -0.8 4.4* Oral Reading Fluency 0.9 5.7 4.8 1.4 0.2 -1.2 6* Reading Comprehension 0.0 0.5 0.5 0.2 0.0 -0.2 0.6* French Vocabulary 8.0 9.2 1.3 7.3 6.7 -0.6 1.8 *p-value ≤ 0.05 Zero Scores. Table 54 and Table 55 provide the DiD results in zero scores for boys and girls, respectively, in Tshiluba at the end of Grade 2. Results for the proportion of boys with zero scores in intervention schools were statistically significant for familiar words (-26 percent) and reading comprehension (-32 percent) relative to boys in the comparison group. Results for the proportion of girls with zero scores in intervention schools were statistically significant for letter sounds (-29 percent), familiar words (-43 percent), nonwords (-31 percent), ORF (-37 percent), and reading comprehension (- 30 percent) relative to girls in the comparison group. Table 54: Tshiluba DiD Results, Boys Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Tshiluba Vocabulary 0% 0% 0% 0% 3% 3% -3% Letter Sounds Knowledge 18% 2% -17% 23% 24% 1% -18% Familiar Word Reading 61% 38% -23% 63% 66% 3% -26%* Nonword Reading 73% 60% -13% 75% 80% 5% -18% Oral Reading Fluency 68% 49% -19% 74% 74% 0% -19% Reading Comprehension 90% 58% -32% 84% 83% 0% -32%* French Vocabulary 12% 0% -12% 10% 1% -9% -3% *p-value ≤ 0.05 Table 55: Tshiluba DiD Results, Girls Zero Scores Grade 2 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) Tshiluba Vocabulary 0% 0% 0% 1% 2% 0% 0% Letter Sounds Knowledge 26% 24% -2% 41% 54% 13% -15% Familiar Word Reading 94% 93% 0% 91% 97% 6% -6% Nonword Reading 93% 92% -1% 92% 97% 5% -6% Oral Reading Fluency 85% 92% 7% 86% 96% 9% -2% Reading Comprehension 94% 96% 2% 94% 98% 4% -2% Activity 1 Endline Impact Evaluation Report | 40 French Vocabulary 2% 1% -1% 6% 4% -1% 0% *p-value ≤ 0.05 Tshiluba End of Grade 4 Results Mean Scores. Table 56 shows mean scores for boys at the end of Grade 4 in French language reading skills in the Tshiluba zone. Results were statistically significant for nonwords (+4.5 CNWPM), ORF (+9.4 CWPM), and reading comprehension (+0.6 questions). For these subtasks, the results indicated a significant impact between baseline and endline for boys in the intervention group relative to boys in the comparison group. Table 57 provides mean scores for girls in French language reading skills in the Tshiluba zone at the end of Grade 4. Results were not statistically significant for any subtask, indicating that girls in the intervention and comparison groups performed similarly. Table 56: Tshiluba DiD Results, Boys Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 13.8 13.8 0.0 10.9 11.2 0.3 -0.3 Letter Sounds Knowledge 33.2 32.1 -1.2 23.9 22.4 -1.6 0.4 Familiar Word Reading 14.7 16.6 1.9 11.0 7.8 -3.1 5.1 Nonword Reading 10.8 12.6 1.8 8.8 6.0 -2.7 4.5* Oral Reading Fluency 23.7 28.5 4.8 17.2 12.6 -4.5 9.4* Reading Comprehension 0.8 1.3 0.6 0.5 0.5 0.0 0.6* *p-value ≤ 0.05 Table 57: Tshiluba DiD Results, Girls Mean Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 12.0 11.6 -0.4 9.3 8.7 -0.6 0.2 Letter Sounds Knowledge 24.8 25.0 0.2 15.3 13.6 -1.7 1.9 Familiar Word Reading 7.2 9.1 1.9 5.8 2.9 -2.8 4.7 Nonword Reading 5.7 7.2 1.5 4.5 1.9 -2.5 4 Oral Reading Fluency 12.6 17.2 4.6 9.1 6.0 -3.0 7.6 Reading Comprehension 0.4 0.7 0.3 0.4 0.3 0.0 0.3 Zero Scores. Table 58 and Table 59 provide results for the proportion of boys and girls, respectively, with zero scores in French language reading in the Tshiluba zone at the end of Grade 4. For the boys, results were not statistically significant for any subtask. For the girls, results were statistically significant for nonwords (-39 percent) and ORF (-34 percent). The results indicated a significant impact between baseline and endline for girls in the intervention group relative to girls in the comparison group. 41 | Activity 1 Endline Impact Evaluation Report Table 58: Tshiluba DiD Results, Boys Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 0% 0% 0% 0% 1% 1% -1% Letter Sounds Knowledge 4% 1% -2% 16% 8% -9% 6% Familiar Word Reading 30% 27% -3% 43% 50% 6% -9% Nonword Reading 29% 28% -1% 43% 53% 10% -11% Oral Reading Fluency 25% 19% -5% 41% 42% 1% -6% Reading Comprehension 53% 44% -9% 69% 70% 2% -11% Table 59: Tshiluba DiD Results, Girls Zero Scores Grade 4 Subtask Intervention Comparison Impact = (B-A)-(D-C) Baseline (A) Endline (B) Difference (B-A) Baseline (C) Endline (D) Difference (D-C) French Vocabulary 1% 0% 0% 3% 1% -3% 2% Letter Sounds Knowledge 5% 3% -2% 20% 18% -2% -1% Familiar Word Reading 55% 47% -7% 64% 80% 16% -23% Nonword Reading 59% 46% -13% 62% 87% 26% -39%* Oral Reading Fluency 48% 33% -15% 57% 75% 18% -34%* Reading Comprehension 76% 66% -11% 79% 85% 6% -17% *p-value ≤ 0.05 Student Performance Against Reading Benchmarks To provide the “Percentage of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade 2 with USG assistance” 20, the evaluation team calculated the proportion of students in intervention schools who achieved both the reading fluency benchmark, as defined for each language, and 60% reading comprehension on the EGRA test. The reading fluency and reading comprehension benchmarks were developed by Activity 1 in October 2017 during a workshop with the MEPSP in Kinshasa, and using data from the 2015 baseline. In Kiswahili and Tshiluba, the fluency benchmark is set at 25 CWPM, while in Lingala it is set at 30 CWPM. At the end of Grade 2, in Kiswahili, 1.5 percent of students demonstrated reading fluency and comprehension at endline, an increase of 1.5 percentage points from the baseline, though well below the target of 5.6%. In Lingala, 2 percent of students demonstrated reading fluency and comprehension at endline, with no change between baseline and endline. In Tshiluba, 7.3 percent of students demonstrated reading fluency and comprehension at endline, an increase of 6.8 percentage points from the baseline. No targets were set for Lingala and Tshiluba for this indicator. 20 USAID standard indicator ES.1-1 Activity 1 Endline Impact Evaluation Report | 42 Table 60: Changes in Grade 2 Student Performance Against Benchmarks Performance Category Kiswahili Lingala Tshiluba Baseline (A) Endline (B) Difference (B-A) Baseline (A) Endline (B) Difference (B-A) Baseline (A) Endline (B) Difference (B-A) Does not meet benchmark 100% 98.5% -1.5% 98% 98% -0% 99.5% 92.7% -6.8% Meets benchmark 0% 1.5% 1.5% 2% 2% 0% 0.5% 7.3% 6.8% For Grade 4, a benchmark of 45 CWPM was set for French language oral reading fluency for all language zones. The reading comprehension benchmark is set at 60% for Grade 4 in French. At the end of Grade 4, in the Kiswahili zone, 13.1 percent of students demonstrated reading fluency and comprehension in French language at endline, an increase of 1.4 percentage points from the baseline. In Lingala, 3.6 percent of students demonstrated reading fluency and comprehension in French language at endline, an increase of 1.2 percentage points from the baseline. In Tshiluba, 10.9 percent of students demonstrated reading fluency and comprehension in French language at endline, an increase of 7.2 percentage points from the baseline. Achieved results are well below the target of 8.8% percent increase set by Activity 1 for all three linguistic zones combined. Table 61: Changes in Grade 4 Student Performance Against Benchmarks Performance Category Kiswahili Zone Lingala Zone Tshiluba Zone Baseline (A) Endline (B) Difference (B-A) Baseline (A) Endline (B) Difference (B-A) Baseline (A) Endline (B) Difference (B-A) Does not meet benchmark 88.3% 86.9% -1.4% 97.6% 96.4% -1.2% 96.3% 89.1% -7.2% Meets benchmark 11.7% 13.1% 1.4% 2.4% 3.6% 1.2% 3.7% 10.9% 7.2% Additional analyses of student performance against oral reading fluency and comprehension benchmarks are available in Annex K. 21 As noted in Section 3.9, the regressions for EQ4 separated students by boys and girls. 22 Gertler, Martinez, Premand, Rawlings, and Vermeersch, Impact Evaluation in Practice (World Bank, 2016). LIMITATIONS Difference-in-Differences. The use of DiD to analyze student learning outcomes between baseline and endline has inherent limitations. First, the DiD analysis is limited by the terms in the regression. In particular, the regressions in the analysis for EQ1, EQ2, and EQ4 had terms only for the treatment variable, study phase variable, and interaction of the treatment variable and study variable.21 If any factor(s) influenced the difference in trends between treatment and comparison, the absence of those terms would bias the estimates for the results. Essentially, if anything disproportionately affected the intervention or comparison groups concurrently with Activity 1 interventions, the estimates have bias unless the regression controls for the factor(s).22 Second, the DiD analysis assumes that there are no spillover effects between intervention and comparison groups as well as parallel trends in the outcome(s) between intervention and comparison prior to Activity 1, meaning that any difference over 43 | Activity 1 Endline Impact Evaluation Report time in the outcome(s) between the two groups was roughly constant prior to Activity 1.23 Although MECC has no reason to believe any spillover occurred, MECC cannot guarantee that spillover did not occur during the implementation of Activity 1. The research design did not allow for data collection in enough pre-Activity 1 intervals for analysts to check the parallel trends assumption; there were no comparable secondary data to test that assumption. Sample size and statistical power for the Kiswahili language cohort. As mentioned in the sampling section (see Annex A), changes in ACCELERE! Activity 1 implementation caused a reduction in the number of intervention schools included in the 2015 baseline. The baseline sample in the Kiswahili language cohort resulted in statistical power of 0.65, which is below the standard threshold of 0.80 for impact evaluations. This means that only larger score differences between the intervention and comparison groups were needed to detect statistically significant differences. The Lingala and Tshiluba groups meet or exceed the generally accepted standard of 0.80 for statistical power. Reporting at level of language cohort only. Though the baseline sample was originally drawn for reporting at the provincial level, the endline sample, following the “découpage,” was too small for reporting at the provincial level. The evaluation team determined that reporting could be done only at the language cohort level, which precludes a deep dive into provincial or subprovincial implementation differences that could explain results. See section 3.3 Methodology Overview and Annex A for additional details. No random assignment of schools to treatment group (intervention or comparison) at baseline. The QED employed propensity score matching to create a matched comparison group. The QED’s limitations are pertinent to all four research questions. In general, the matching method requires acceptance of the assumption that the unobservable characteristics of the treatment group schools and potential matched comparison schools do not affect student performance on the EGRA subtasks. There is a risk of selection bias due to unobserved characteristics in the matched comparison group. Unfortunately, there is no statistical test or procedure to definitively rule out selection bias from unobserved characteristics.24 Comparison schools in nontargeted subprovinces. There are potential differences in the schools in the targeted and nontargeted subprovinces that go beyond the EGRA baseline scores that were used for the matching. Although it is important to match on the main outcome variable of interest—i.e., the ORF scores as measured by EGRA—there could be differences in the schools that may affect the results on the endline, such as teacher quality, parental engagement, or infrastructure. Lack of longitudinal data for teachers. For EQ3, the study cannot conclusively attribute changes between baseline and endline in teacher practices among intervention schools to Activity 1. Longitudinal data would be needed to fully address this research question. Unfortunately, the QED was developed in the middle of implementation and the teacher data collected at baseline did not envision longitudinal data collection. Therefore, it is unknown if the teachers in intervention schools at endline are the same teachers who participated in the baseline. The results in this report can suggest seeming changes, but the ability to attribute them to Activity 1 is limited. 23 Columbia University Mailman School of Public Health, Difference-in-Difference Estimation (Columbia Universsity, 2019). 24 Gertler et al., Impact Evaluation in Practice. RECOMMENDATIONS Following data analysis and presentations of initial findings, the MECC evaluation team organized a series of workshops with USAID, FCDO and Activity 1 to better understand the impact described by the endline impact evaluation results described above. A two-day contextualization workshop was held on Activity 1 Endline Impact Evaluation Report | 44 July 29 and 30, 2020, and was followed by a two-day recommendations workshop held on August 13 and 27, 2020. Many of the recommendations address contextual and project management issues the workshop participants believed greatly influenced the implementation of Activity 1’s interventions. Other recommendations are linked to the technical design of interventions and are linked to several components of USAID’s Reading Matters Conceptual Framework (Figure 20) for improved literacy instruction and acquisition. Figure 20: USAID Reading MATTERS Conceptual Framework M = Effective Coaches and Mentors A = Quality Administrative Support and Supervision T = Effective Teachers and Classroom Instruction T = High-quality Texts and Materials E = Extra Practice and Support Outside of School R = Regular Assessment to Inform Instruction S = Evidence-based Standards, Norms, and Policies The following are key recommendations for USAID, FCDO, the GDRC and future education projects in the DRC that emerged from the workshops: For USAID and FCDO 1. Communicate the research on locally piloted programs and international research with the MEPSP as a first step to obtain buy-in on an approach to reading instruction For the GDRC 2. Identify at ministerial level closest to the school (e.g.: inspectorate/sous-PROVED/”bureau gestionnaires”) staff responsible for teacher professional development (TPD) including in-service training, supervision and coaching (M) 3. Integrate curriculum reforms on the "didactique de lecture" in pre-service teacher training programs in colleges of education, including those studying in the "humanités pédagogiques" (T) 4. Work with the private sector, with support from USAID and implementing partners, to update and improve capacity for the development, production, distribution of TLMs (T) For Implementing Partners 5. Start research activities as early as possible in the project and develop teaching and learning materials (TLMs) and training/coaching approaches based on findings (M, T, T, S) 6. Ensure teachers receive additional training, based on empirically based instructional strategies, on how to teach in multilingual classrooms (T) 7. Continuously train teachers on national and/or local language orthography and grammar (T) 8. Early in the project, and prior to developing teaching and learning materials (TLMs) in each language, conduct sociolinguistic mapping in each target community to better understand relationship between local languages (L1), national language (L2) and international language (L3) (T) 45 | Activity 1 Endline Impact Evaluation Report 9. Develop bilingual supplementary materials in local languages (e.g.: Ngbaka) to transition to national language or French, and adapt training strategies accordingly (T, T) 10. Provide additional targeted training on "didactique de la lecture" and in coaching techniques, and follow up support to education leaders (directors/experienced teachers) (M, A) 11. Use other school-based personnel as coaches or peer coaching models - e.g., strong or interested teacher for example (M) 12. Continue to support and use the “réseau de proximité” model that is within the national teacher professional development policy to train teachers (M, T) 13. Work with GDRC to develop a national assessment framework for reading at three levels: 1) classroom-based continuous assessments; 2) yearly accountability assessments at provincial level; 3) national assessment every three years (R) 14. Accompany the GDRC in defining performance level descriptors and performance standards (benchmarks) for early grade reading in all grades and in all national languages (S) For USAID, FCDO and Implementing Partners 15. Establish program of regular collaborating, learning and adapting (CLA) meetings 16. Ensure that research is actionable through an active, tailored and evolving learning agenda 17. Engage in strategic scenario planning to adapt effectively 18. Encourage the MEPSP to institute a “trilingual” approach (L1 to L2 to L3) in first years of primary school in areas where local languages are predominant, but national languages are not (T, T, S) 19. Adopt phased implementation to allow for sensitization of authorities prior to implementation REFERENCES American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association, 2014. Cohen, J. Statistical Power Analysis for the Behavioral Sciences, second edition. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1988. Columbia University Mailman School of Public Health. Difference-in-Difference Estimation. Population Health Methods. NY: Columbia University, 2019. https://www.mailman.columbia.edu/research/population-health methods/difference-difference￾estimation. Evans, J. D. Straightforward Statistics for Behavioral Sciences. Pacific Grove, CA: Brooks/Cole Publishing Company, 1996. Gertler, P., Martinez, S., Premand, P., Rawlings, L., Vermeersch, C. Impact Evaluation in Practice, 2nd ed. Washington, DC: World Bank, 2016. Landis, J. R., and Koch, G. G. (1977). “The Measurement of Observer Agreement for Categorical Data.” Biometrics 33 (1977): 159–174. RTI International. Early Grade Reading Assessment (EGRA) Toolkit, 2nd ed. Washington, DC: USAID, 2016. Activity 1 Endline Impact Evaluation Report | 46 ANNEXES ANNEX A. SAMPLING STRATEGY The Activity 1 implementation design guided the impact evaluation design. The evaluation approach used for this evaluation was driven heavily by two specific design decisions: • Existence of pre-Activity 1 (baseline) data In 2015, prior to the launch of Activity 1, RTI International developed a sampling framework based on information about the project design and conducted a sample-based EGRA study to set a baseline on student reading levels. This endline evaluation design draws on the 2015 baseline and is combined with the endline to produce data to answer the evaluation questions. • No established counterfactual Whereas an intervention-only design can provide information on student reading levels, the analysis of impact requires a counterfactual. The 2015 EGRA study was not designed to have a comparison group, but this evaluation design capitalizes on changes in ACCELERE! implementation during the project rollout and on the GDRC’s decision to create new provinces. The “découpage” by the GDRC altered the geographical target areas for Activity 1. As a result, the endline evaluation design incorporates a comparison group to provide the counterfactual. After the 2015 baseline study and prior to the matching of intervention and comparison schools, the sampling frame was modified in three ways. First, exclusion caused a slight reduction in the sample size. Second, “découpage” caused a reclassification of the samples into old and new provinces. Third, reduction caused a splitting of the sample into two groups, targeted and nontargeted. Exclusion The 2015 baseline study measured student reading performance in Kiswahili, Lingala, and Tshiluba in Grade 2 and in French in Grade 4 in formal public schools.25 Additionally, the study included a small sample of CRSs (12 centers) in North and South Kivu. These CRSs will be excluded from the endline evaluation for two reasons. First, the sample is not representative of the CRS population targeted by Activity 1. Second, the sample is too small to offer any statistically significant or meaningful comparisons at endline. “Découpage” For the 2015 baseline, RTI International used the province—i.e., Equateur, Kasaï Occidental, Kasaï Oriental, and Katanga—as its highest level of sampling. It targeted subprovinces within the provinces and then randomly selected schools within subprovinces, with sample sizes of between 40 and 80 schools per province (with 240 total schools in the sample). It also allowed for reporting results by province and by language, with Kiswahili in Katanga, Lingala in Equateur, and Tshiluba in the Kasaïs (Occidental and Oriental). Following the selection of the sample for the 2015 baseline, the GDRC proceeded with a “découpage” (cutting up) of provinces, which resulted in the creation of 26 new provinces in the DRC, up from 11 provinces. Table 62 shows the effect of the “découpage” on Activity 1. 25 Since data were collected at the beginning of the school year, the beginning of Grade 3 serves as a proxy for the end of Grade 2 and the beginning of Grade 5 serves as a proxy for the end of Grade 4. 47 | Activity 1 Endline Impact Evaluation Report Table 62: Target Provinces for ACCELERE! Activity 1 Former targeted province New targeted province Language cohort Katanga Haut-Katanga Kiswahili Lualaba Equateur Equateur Lingala Sud Ubangi Kasaï Occidental Kasaï Central Tshiluba Kasaï Oriental Kasaï Oriental Reduction Within the new provinces, some subprovinces are covered by Activity 1 and others are not. The evaluation team analyzed the 2015 baseline sample and found that the 240 sampled schools are now distributed in one of the following three ways: 1. In a “new” target province and target subprovince 2. In a “new” target province but in a nontarget subprovince 3. In a “new” nontarget province and nontarget subprovince The team used school lists from Activity 1 to determine that of the 240 schools included in the baseline sample, 117 were outside Activity 1 target areas, and 123 were within the target areas. Table 63 shows the distribution of the 2015 sampled baseline schools following the “découpage” and the reduction. Table 63: Distribution of 2015 Baseline Schools after the "Découpage" Former provinces Number of schools New provinces Schools in target areas Schools in non￾target areas Katanga 80 Haut-Katanga 27 - Lualaba 12 6 Haut-Lomami - 23 Tanganyika - 12 Equateur 60 Equateur 23 8 Sud Ubangi 24 - Nord Ubangi - 5 Kasaï Occidental 60 Kasaï Central 22 19 Kasaï - 19 Kasaï Oriental 40 Lomami - 19 Kasaï Oriental 21 - Total 240 Total 123 117 Clearly, the samples are too small to report endline data at the new provincial level, so the evaluation team looked at samples at the former province level while using the smallest baseline disaggregated Activity 1 Endline Impact Evaluation Report | 48 sample size—i.e., the 40 schools in Kasaï Oriental—as a projected minimum.26 Unfortunately, the split between target and nontarget areas caused even smaller samples: • Katanga (Kiswahili) = 39 intervention + 41 comparison = 80 schools • Equateur (Lingala) = 47 intervention + 13 comparison = 60 schools • Kasaï Occidental (Tshiluba) = 22 intervention + 38 comparison = 60 schools • Kasaï Oriental (Tshiluba) = 21 intervention + 19 comparison = 40 schools Adjustments To compensate for the small and inadequate provincial-level samples per group and to address the need to match schools across groups, the evaluation team conducted the following adjustments: (1) combine provincial samples at the language of instruction (language cohort) level; (2) augment the sample by collecting data from additional comparison group schools prior to Activity 1; and (3) match between intervention and comparison group schools by language cohort and create a balanced design. First, the evaluation team combined the samples from the two Kasaïs, both of which use Tshiluba as the language of instruction. This resulted in 43 intervention schools and 57 comparison schools. Second, MECC collaborated with Activity 1 to sample new comparison schools where the sample sizes in certain groups were the lowest. Thus, in Lingala, the team augmented the 2015 baseline sample prior to the start of Activity 1 interventions in those subprovinces. As part of its EGRA from October to December 2017, Activity 1 collected baseline data in 80 randomly selected schools in nonintervention subprovinces in Equateur and Sud Ubangi. For Kiswahili and Tshiluba, it was not necessary to collect data from additional schools. Table 64 presents the provinces and subprovinces targeted by treatment status (intervention or comparison). Table 64: Sample by Province, Subprovince, Treatment Intervention Subprovince Province Comparison Subprovince Likasi, Sakania, Kipushi, Lubumbashi II Haut-Katanga Kolwezi I, Kolwezi II Lualaba Kasaji, Mutshatsha Haut-Lomami Kamina I Tanganyika Kalemie Mbandaka 1, Mbandaka II Equateur Basankusu 1, Basankusu II, Bolomba Gemena 1, Gemena II, Bikoro Sud Ubangi Kungu 1, Kungu III, Budjala 1, Budjala II Miabi, Mbuji-Mayi 1, Mbuji-Mayi 11, Mbuji-Mayi III Kasaï Oriental Kazumba Sud, Kananga 1, Kananga II Kasaï Central Kazumba Centre, Kazumba Nord Kasaï Kamuesha / Tshikapa Est, Tshikapa Centre, Kitangua / Tshikapa Ouest Lomami Kamiji, Kabinda I 26 Based on previous experience and the number of schools in Kasaï Oriental determined by RTI, the team assumed that a sample size of 40 schools in a group would be a minimum. However, to double-check, the team’s statisticians conducted power calculations after the matching process and the estimates of the intraclass correlation coefficients for those samples. Third, the evaluation team analyzed the data from the intervention and comparison schools. This resulted in a match between the comparison schools and the intervention schools from the 2015 baseline study using Grade 2 ORF scores for the Kiswahili and Tshiluba language cohorts. Similarly, the 49 | Activity 1 Endline Impact Evaluation Report team matched the intervention and comparison schools in the Lingala language cohorts using the 2015 baseline Grade 2 ORF scores for the intervention group and the augmented sample for the comparison group (using both 2015 and 2017 data). In this way, the team determined the final samples (Table 65). Table 65: Sample by Language and Type Language cohort School year of initial intervention Number of sampled intervention schools Number of sampled comparison schools Kiswahili 2016 – 2017 33 33 Lingala 2017 – 2018 46 46 Tshiluba 2017 – 2018 43 43 Total 122 122 Statistical Power The evaluation team calculated statistical power for each language cohort. To understand the limitations of the sample size, as constrained by the 2015 baseline sample, the team calculated minimum detectable effects (MDEs) for the key intervention outcome: ORF. MDEs are the smallest intervention effects that the evaluation can detect—i.e., in this situation, MDEs are the differences in reading outcomes between intervention students and comparison students. Ideally, impact evaluations are powered to measure smaller rather than larger MDEs so that small yet meaningful effects, which are common in educational interventions, can be detected. MDEs depend on the study sample size and several other factors. For the endline evaluation, the evaluation team assumed a 95 percent confidence level (5 percent level of statistical significance) and power and intraclass correlation for each language cohort (Table 66). Statistical power for an evaluation generally needs to meet or exceed a 0.80 threshold to detect effects of 0.20.27 Table 66: MDE and Statistical Power Calculations Language cohort MDE ICC Statistical Power MDE at 0.80 Power Kiswahili 0.20 0.02 0.65 0.24 Lingala 0.20 0.00 0.85 0.19 Tshiluba 0.20 0.02 0.80 0.20 Minimum detectable effects: The smallest true effect that has a reasonable chance of being detected. Statistical power: The likelihood that a study will detect an effect when there is an effect to be detected. If statistical power is high, the probability of falsely concluding that there is no effect is low. Confidence level: Degree of certainty that the result is true. A 95 percent confidence level means that if the study were replicated, the same results would be found 95 percent of the time. Intraclass correlation (ICC): Describes the extent to which students in the same school are more alike than students in different schools (ranges from zero to one). If the ICC is close to one, then students in the same school are like one another and information within schools is highly redundant. In this scenario, statistical power relies heavily on the number of schools in the sample and more schools are needed to detect an impact. If the ICC is close to zero, fewer schools are needed to detect an impact. 27 Note that statistical power is the probability of detecting an effect, given that the effect is a reality. Having power of 0.80 means that given an effect, the sample would allow the research to detect it 80 percent of the time, i.e., four times out of five that the study would be conducted. It also means that the effect would not be detected 20 percent of the time, even though there is an effect in reality. This is an acceptable trade-off between sample size/cost and detectability for most researchers on studies in the behavioral sciences. For further information, see J. Cohen, Statistical Power Analysis for the Behavioral Sciences, second edition (Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1988). Activity 1 Endline Impact Evaluation Report | 50 For the Kiswahili language cohort, though the sample size of 66 schools (33 per group) is small, the evaluation team could not augment the 2015 baseline since Activity 1 interventions began in the 2016– 2017 school year. As seen in the table, this had ramifications for statistical power, which is below the threshold. This makes it more difficult to detect effects of 0.20. For the Lingala language cohort, the augmentation in the sample resulted in 92 schools (46 per group), which provided statistical power of 0.85. This was above the threshold for detecting effects of 0.20. For Tshiluba, power calculations showed a sample size of 86 schools (43 per group), which provided statistical power of 0.80. This met the threshold for showing effects of 0.20. 51 | Activity 1 Endline Impact Evaluation Report ANNEX B. MATCHING PROCEDURES AND RESULTS To create a comparison group for each language group, intervention and comparison schools were matched based on observable characteristics collected at baseline in the student questionnaire, school director questionnaire, teacher questionnaire, classroom observations, classroom inventory, and school inventory. The matching produced a comparison school match for each treatment school. After the matching procedure, the evaluation design contained 66 Kiswahili schools (33 intervention and 33 comparison), 92 Lingala schools (46 intervention and 46 comparison), and 86 Tshiluba schools (43 intervention and 43 comparison). Figure 21 to 23 demonstrate the distribution of propensity scores for the matched and unmatched schools by intervention and comparison groups. Within each language group, the figures show that the matched intervention and comparison schools have reasonably balanced propensity scores. Figure 21: Kiswahili Matched and Unmatched Schools by Treatment Status Activity 1 Endline Impact Evaluation Report | 52 Figure 22: Lingala Matched and Unmatched Schools by Treatment Status Figure 23: Tshiluba Matched and Unmatched Schools by Treatment Status 53 | Activity 1 Endline Impact Evaluation Report Analysis of the intervention and matched comparison groups demonstrated that the difference in mean scores for letter sound knowledge, familiar word reading, invented word reading, and ORF were not statistically significant, except for letter sound knowledge in Kiswahili (Tables 67–69). Table 67: Comparison of Mean Scores between Intervention and Matched Comparison Groups after Matching of Schools, Kiswahili Subtask Comparison Mean Intervention Mean Mean Diff. Letter sounds 7.8 10.6 2.8* Familiar word reading 1.2 2.4 1.3 Invented word reading 0.7 1.9 1.2 Oral reading 0.8 1.5 0.7 *p-value ≤ 0.05 Table 68: Comparison of Mean Scores between Intervention and Matched Comparison Groups after Matching of Schools, Lingala Subtask Comparison Mean Intervention Mean Mean Diff. Letter sounds 8.1 11.1 3.0 Familiar word reading 1.4 1.4 0.0 Invented word reading 0.5 0.9 0.4 Oral reading 1.8 2.2 0.4 Table 69: Comparison of Mean Scores between Intervention and Matched Comparison Groups after Matching of Schools, Tshiluba Subtask Comparison Mean Intervention Mean Mean Diff. Letter sounds 15.7 12.8 -2.9 Familiar word reading 5.3 3.8 -1.5 Invented word reading 3.5 1.8 -1.7 Oral reading 3.3 2.3 -1.0 Activity 1 Endline Impact Evaluation Report | 54 ANNEX C. SAMPLING AND WEIGHT PROCEDURES This section details the weighting scheme used for the endline analysis. To use comparable weights at baseline and endline, MSI analysts had to structure and calculate the weights at endline in the same way that RTI International structured and calculated weights at baseline in 2015. The schools were the first stage of the sample. The baseline stratification was maintained, meaning schools were stratified by province and anticipated intervention year (Table 70). Table 70: School Population and Sample by Language Group and School Stage Strata Language School Strata School Population School Sample Kiswahili Year 1 - Katanga 450 43 Year 3 - Katanga 483 23 Kiswahili Total 933 66 Lingala Year 2 - Equateur 509 43 Year 3 -Equateur 557 43 Lingala Total 1,066 86 Tshiluba Year 2 - Kasai Occidental 672 25 Year 2 - Kasai Oriental 46 19 Year 3 - Kasai Occidental 581 19 Year 3 - Kasai Oriental 212 21 Tshiluba Total 2,571 84 The school population data for the endline were re-used from the baseline data. In addition, analysts identified the Lingala language comparison schools surveyed in 2017 with the appropriate strata using the education subdivision. The classrooms within the grade of each school were the second stage of the sample. Within each grade level, the enumerators randomly selected one classroom. If there was only one class in a grade level, the one class was chosen. The classroom population data for the endline came from the school director questionnaire, using the number of teachers in each grade as a proxy for the number of classrooms (i.e., question 14 and question 15). In a limited number of cases, a school did not have data for the school director questionnaire. In those instances, analysts assumed the population and sample for the classroom in each grade was 1. The students within each grade and of each classroom of each school were the third stage of the sample. Within each grade level, the enumerators were asked to randomly select 10 students—5 boys and 5 girls. However, this was not always possible when a classroom had fewer than 10 students or fewer than 5 students of either sex. The student population data for the endline came from the classroom inventory—questions 2 and 3—which counted the number of boys and girls present that day in the classroom assessed. There were two complications with the calculation of these weights. First, if data were missing for a classroom in a particular grade and school, analysts assumed the population and sample were the same number. Second, MSI typically calculates weights such that boys and girls within a school receive a different weight. However, the student-level weights at baseline did not differentiate between boys and girls. These baseline student-level weights were calculated using the total classroom enrollment. Analysts at endline felt compelled to calculate the student-level weights in the same way. 55 | Activity 1 Endline Impact Evaluation Report School weights were calculated as the inverse of the selection probability of the school. The school weight of a sampled school i in stratum s was calculated as: 𝑊(𝑠,𝑖) 1 = ∑ 𝑆𝑐ℎ𝑜𝑜𝑙𝑠 𝑖𝑛 𝑆𝑡𝑟𝑎𝑡𝑢𝑚 𝑠 𝑡𝑜 𝑤ℎ𝑖𝑐ℎ 𝑆𝑐ℎ𝑜𝑜𝑙 𝑖 𝑏𝑒𝑙𝑜𝑛𝑔𝑠 ∑ 𝑆𝑎𝑚𝑝𝑙𝑒𝑑 𝑆𝑐ℎ𝑜𝑜𝑙𝑠 𝑖𝑛 𝑆𝑡𝑟𝑎𝑡𝑢𝑚 𝑠 Classroom weights were calculated as the inverse of the selection probability of the classroom. The classroom weight of sampled classroom c in grade g of school i was calculated as: 𝑊(𝑖,𝑔,𝑐) 2 = ∑ 𝐶𝑙𝑎𝑠𝑠𝑟𝑜𝑜𝑚𝑠 𝑖𝑛 𝐺𝑟𝑎𝑑𝑒 𝑔 𝑜𝑓 𝑆𝑐ℎ𝑜𝑜𝑙 𝑖 𝑡𝑜 𝑤ℎ𝑖𝑐ℎ 𝐶𝑙𝑎𝑠𝑠𝑟𝑜𝑜𝑚 𝑐 𝑏𝑒𝑙𝑜𝑛𝑔𝑠 ∑ 𝑆𝑎𝑚𝑝𝑙𝑒𝑑 𝐶𝑙𝑎𝑠𝑠𝑟𝑜𝑜𝑚𝑠 𝑖𝑛 𝐺𝑟𝑎𝑑𝑒 𝑔 𝑜𝑓 𝑆𝑐ℎ𝑜𝑜𝑙 𝑖 Student weights were calculated as the inverse of the selection probability of the student. The student weight of sampled student x in classroom c was calculated as: 𝑊(𝑖,𝑔,𝑐,𝑥) 3 = ∑ 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑥 𝑖𝑛 𝐶𝑙𝑎𝑠𝑠𝑟𝑜𝑜𝑚 𝑐 𝑜𝑓 𝐺𝑟𝑎𝑑𝑒 𝑔 𝑜𝑓 𝑆𝑐ℎ𝑜𝑜𝑙 𝑖 ∑ 𝑆𝑎𝑚𝑝𝑙𝑒𝑑 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑥 𝑖𝑛 𝐶𝑙𝑎𝑠𝑠𝑟𝑜𝑜𝑚 𝑐 𝑜𝑓 𝐺𝑟𝑎𝑑𝑒 𝑔 𝑜𝑓 𝑆𝑐ℎ𝑜𝑜𝑙 𝑖 The final school weights were calculated as: 𝐹𝑊(𝑠,𝑖,𝑔,𝑐,𝑥) = 𝑊(𝑠,𝑖) 1 . 𝑊(𝑖,𝑔,𝑐) 2 . 𝑊(𝑖,𝑔,𝑐,𝑥) 3 Analysts used the baseline (2015) population and weights for school, classroom, student, and final weight as calculated by RTI International. As with the endline, schools were stratified by province and anticipated intervention year. For the Lingala comparison schools from the baseline (2017), analysts did not have data in the baseline dataset for the classroom population in stage two or the student population in stage three. Consequently, analysts calculated these missing classroom populations as the mean of the existing baseline classroom populations within each stratum of Lingala. Similarly for student populations, analysts calculated these missing student populations as the mean of the existing baseline student populations within each stratum of Lingala. Activity 1 Endline Impact Evaluation Report | 56 ANNEX D. INTERRATER RELIABILITY Interrater reliability (IRR) is defined as the measurement of the consistency between enumerators in the ordering or relative standing of student performance ratings, regardless of the absolute value of each enumerator’s rating. During the endline data collection, we conducted a sample-based IRR study to report how consistently the enumerators rated the students’ performance on the EGRA and how much variation occurred in their scores due to a lack of consistency in the enumerators’ ratings. Higher IRR estimates for a study would indicate higher levels of confidence in the data. An IRR estimate of 0.75 and above is considered “excellent.” 28 In each team, enumerators completed operational and IRR tests. When completing an IRR test, the enumerator “shadows” the lead enumerator (Figure 244). The enumerator completing the operational test leads the assessment—i.e., makes the introduction, registers student consent, asks all questions, and gives all instructions—while the enumerator collecting the IRR test registers the information provided by the student without referring to the enumerator conducting the test. Daily, each team was expected to complete 20 operational tests plus two IRR tests, or 10 percent of the operational tests. A subset of 453 students (i.e., 10 percent of the students tested) was included in the IRR endline study. IRR enumerator Lead enumerator Student Figure 24: Testing Arrangement with IRR Analysts calculated IRR for each subtask mean and for the entire EGRA test using Kappa, which provides information about how much the enumerators agree when corrected for chance agreement. The IRR estimates for subtasks ranged between 0.74 and 1.00 in Grade 2 and between 0.75 and 1.00 in Grade 4. (Tables 71 and 72). Table 71: Grade 2 IRR by Subtask by Language Subtask Kiswahili Lingala Tshiluba N Kappa IRR (Kappa) N Kappa IRR (Kappa) N Kappa IRR (Kappa) National Language Vocabulary AB 42 0.96 74 0.92 79 0.92 National Language Vocabulary C 53 0.94 70 0.86 75 0.95 Letter Sounds 41 0.74 51 0.81 50 0.78 Familiar Word Reading 28 0.96 83 1.00 39 0.93 Invented Word Reading 64 1.00 83 0.95 37 0.92 Oral Reading Fluency 64 1.00 83 1.00 51 0.88 Reading Comprehension 0 0.00 0 0.00 14 1.00 French Vocabulary AB 42 0.94 60 0.94 60 0.92 French Vocabulary C 34 0.92 49 0.96 39 0.94 28 Landis and Koch, “The Measurement of Observer Agreement for Categorical Data,” Biometrics 33 (1977): 159–174; Fleiss, 1981; Cicchetti, 1994. [Add references here and in reference list.] 57 | Activity 1 Endline Impact Evaluation Report Table 72: Grade 4 IRR by Subtask by Language Zone Subtask Kiswahili Zone Lingala Zone Tshiluba Zone N Kappa IRR (Kappa) N Kappa IRR (Kappa) N Kappa IRR (Kappa) French Vocabulary AB 48 0.91 50 0.94 59 0.92 French Vocabulary C 43 0.99 45 0.93 54 0.99 Letter Sounds 44 0.76 53 0.79 57 0.85 Familiar Word Reading 30 0.85 33 0.94 37 0.89 Invented Word Reading 33 0.82 31 0.85 37 0.88 Oral Reading Fluency 30 0.83 30 0.87 37 0.89 Reading Comprehension 19 0.75 11 1.00 19 1.00 Activity 1 Endline Impact Evaluation Report | 58 ANNEX E. EGRA ENDLINE RESULTS GRADE 2 Table 73: Kiswahili Endline Results, Mean Scores Grade 2 Subtask Overall Comparison Group (C) Intervention Group (T) T-C Sample Size Kiswahili vocabulary 11.9 12.8 11.2 -1.62* 638 Letter sounds 12.2 7.4 16.0 8.59* 638 Familiar word reading 4.1 0.9 6.8 5.85* 638 Invented word reading 1.9 0.2 3.2 3.01* 638 Oral reading 2.5 0.5 4.1 3.59* 638 Reading comprehension 0.1 0.0 0.1 0.13* 638 French vocabulary 9.5 6.7 11.7 5.06* 638 *p-value ≤ 0.05 Table 74: Kiswahili Endline Results, Mean Scores Grade 2 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D Kiswahili vocabulary 13.1 12.5 -0.67* 11.5 11.0 -0.49 Letter sounds 8.5 6.0 -2.52 16.2 15.8 -0.37 Familiar word reading 1.2 0.5 -0.66 6.2 7.3 1.11 Invented word reading 0.3 0.2 -0.04 3.2 3.3 0.13 Oral reading 0.7 0.3 -0.37 3.9 4.3 0.38 Reading comprehension 0.0 0.0 0.01 0.1 0.2 0.09 French vocabulary 6.9 6.3 -0.59 11.3 12.2 0.88 *p-value ≤ 0.05 Table 75: Kiswahili Endline Results, Zero Scores Grade 2 Subtask Overall Score Comparison Group (C) Intervention Group (T) T - C Kiswahili vocabulary 0% 0% 1% 1% Letter sounds 21% 31% 13% -18%* Familiar word reading 68% 90% 50% -40%* Invented word reading 87% 98% 78% -20%* Oral reading 80% 93% 69% -24%* Reading comprehension 94% 99% 90% -9%* French vocabulary 0% 0% 0% 0% *p-value ≤ 0.05 59 | Activity 1 Endline Impact Evaluation Report Table 76: Kiswahili Endline Results, Zero Scores Grade 2 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D Kiswahili vocabulary 0% 0% 0% 1% 1% 0% Letter sounds 26% 37% 11% 15% 10% -5% Familiar word reading 98% 98% 0% 79% 77% -2% Invented word reading 85% 96% 11%* 54% 47% -7% Oral reading 90% 97% 7% 71% 67% -4% Reading comprehension 100% 99% -1% 92% 88% -4% French vocabulary 0% 0% 0% 0% 0% 0% *p-value ≤ 0.05 Table 77: Lingala Endline Results, Mean Scores Grade 2 Subtask Overall Comparison Group (C) Intervention Group (T) T-C Sample Size Lingala vocabulary 14.0 14.3 13.7 -0.56 833 Letter sounds 9.0 4.9 12.1 7.21* 833 Familiar word reading 1.0 0.6 1.3 0.79 833 Invented word reading 0.7 0.5 0.9 0.44 833 Oral reading 1.4 0.7 1.9 1.18 833 Reading comprehension 0.1 0.1 0.1 0.07 833 French vocabulary 6.4 5.6 7.0 1.36* 833 *p-value ≤ 0.05 Table 78: Lingala Endline Results, Mean Scores Grade 2 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D Lingala vocabulary 14.2 14.4 0.12 13.7 13.8 0.18 Letter sounds 6.0 3.7 -2.33* 11.3 12.9 1.57 Familiar word reading 0.8 0.4 -0.41 1.8 0.9 -0.91* Invented word reading 0.7 0.3 -0.37 1.3 0.5 -0.79* Oral reading 1.1 0.4 -0.78 2.7 1.1 -1.53* Reading comprehension 0.1 0.0 -0.08 0.2 0.1 -0.09 French vocabulary 5.8 5.5 -0.29 7.2 6.8 -0.32 *p-value ≤ 0.05 Activity 1 Endline Impact Evaluation Report | 60 Table 79: Lingala Endline Results, Zero Scores Grade 2 Subtask Overall Score Comparison Group (C) Intervention Group (T) T - C Lingala vocabulary 2% 2% 1% -1% Letter sounds 31% 47% 19% -28%* Familiar word reading 93% 96% 91% -6% Invented word reading 92% 95% 91% -4% Oral reading 91% 95% 89% -6%* Reading comprehension 95% 97% 93% -4% French vocabulary 3% 5% 2% -3% *p-value ≤ 0.05 Table 80: Lingala Endline Results, Zero Scores Grade 2 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D Lingala vocabulary 3% 2% -1% 2% 0% -1% Letter sounds 39% 54% 15%* 14% 24% 11%* Familiar word reading 96% 97% 1% 88% 93% 5% Invented word reading 93% 97% 4% 89% 92% 2% Oral reading 95% 96% 1% 86% 92% 6%* Reading comprehension 96% 98% 1% 91% 96% 4% French vocabulary 6% 4% -2% 3% 1% -1% *p-value ≤ 0.05 Table 81: Tshiluba Endline Results, Mean Scores Grade 2 Subtask Overall Comparison Group (C) Intervention Group (T) T-C Sample Size Tshiluba vocabulary 17.9 16.7 18.6 1.90 837 Letter sounds 19.8 11.5 24.3 12.81* 837 Familiar word reading 7.0 2.3 9.5 7.15* 836 Invented word reading 3.9 1.1 5.4 4.29* 837 Oral reading 5.3 1.5 7.4 5.83* 837 Reading comprehension 0.5 0.1 0.7 0.58* 837 French vocabulary 8.6 7.2 9.4 2.17* 837 *p-value ≤ 0.05 Table 82: Tshiluba Endline Results, Mean Scores Grade 2 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C – D Tshiluba vocabulary 16.8 16.5 -0.36 18.5 18.6 0.13 Letter sounds 14.7 8.3 -6.40* 25.9 22.7 -3.20 Familiar word reading 4.3 0.4 -3.85* 11.6 7.6 -3.99* Invented word reading 2.2 0.1 -2.06* 6.5 4.4 -2.13* Oral reading 2.8 0.2 -2.64* 9.1 5.7 -3.44* Reading comprehension 0.3 0.0 -0.27* 0.9 0.5 -0.42* 61 | Activity 1 Endline Impact Evaluation Report French vocabulary 7.7 6.7 -0.98 9.5 9.3 -0.24 *p-value ≤ 0.05 Table 83: Tshiluba Endline Results, Zero Scores Grade 2 Subtask Overall Score Comparison Group (C) Intervention Group (T) T - C Tshiluba vocabulary 1% 3% 0% -3% Letter sounds 12% 27% 4% -23%* Familiar word reading 57% 80% 45% -35%* Invented word reading 74% 90% 65% -24%* Oral reading 68% 85% 58% -27%* Reading comprehension 76% 91% 68% -24%* French vocabulary 0% 1% 0% 0% pts *p-value ≤ 0.05 Table 84: Tshiluba Endline Results, Zero Scores Grade 2 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D Tshiluba vocabulary 3% 3% 0% 0% 0% 0% Letter sounds 24% 30% 6% 2% 7% 5% Familiar word reading 66% 94% 28%* 38% 52% 15%* Invented word reading 80% 99% 19%* 60% 70% 10% Oral reading 74% 97% 23%* 49% 67% 18%* Reading comprehension 83% 99% 16%* 58% 77% 19%* French vocabulary 1% 1% 0% 0% 1% 1% *p-value ≤ 0.05 Activity 1 Endline Impact Evaluation Report | 62 ANNEX F. EGRA ENDLINE RESULTS GRADE 4 Table 85: Kiswahili Endline Results, Mean Scores Grade 4 Subtask Overall Comparison Group (C) Intervention Group (T) T-C Sample Size French vocabulary 13.9 11.3 15.7 4.42* 626 Letter sounds 23.8 19.5 26.6 7.12* 626 Familiar word reading 10.2 7.3 12.1 4.81* 626 Invented word reading 7.3 5.5 8.5 3.01 626 Oral reading 18.0 12.9 21.4 8.42* 626 Reading comprehension 1.0 0.5 1.3 0.73* 626 *p-value ≤ 0.05 Table 86: Kiswahili Endline Results, Mean Scores Grade 4 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A – B Boys (D) Girls (C) C – D French vocabulary 11.7 10.8 -0.85 15.7 15.7 -0.01 Letter sounds 22.3 16.1 -6.21* 26.0 27.3 1.22 Familiar word reading 9.0 5.3 -3.68* 12.8 11.5 -1.31 Invented word reading 6.7 3.9 -2.75* 8.8 8.1 -0.71 Oral reading 14.9 10.6 -4.34 21.5 21.3 -0.21 Reading comprehension 0.6 0.5 -0.06 1.2 1.4 0.24 *p-value ≤ 0.05 Table 87: Kiswahili Endline Results, Zero Scores Grade 4 Subtask Overall Score Comparison Group (C) Intervention Group (T) T - C French vocabulary 0% 0% 0% 0% Letter sounds 8% 14% 4% -10%* Familiar word reading 45% 58% 36% -21%* Invented word reading 49% 59% 43% -16%* Oral reading 36% 44% 30% -14% Reading comprehension 58% 72% 49% -23%* *p-value ≤ 0.05 Table 88: Kiswahili Endline Results, Zero Scores Grade 4 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D French vocabulary 0% 1% 1% 0% 0% 0% Letter sounds 9% 20% 11% 5% 3% -2% Familiar word reading 49% 68% 19%* 37% 36% -2% Invented word reading 54% 66% 12% 45% 40% -5% Oral reading 41% 49% 8% 32% 29% -3% Reading comprehension 70% 75% 5% 52% 46% -7% *p-value ≤ 0.05 63 | Activity 1 Endline Impact Evaluation Report Table 89: Lingala Endline Results, Mean Scores Grade 4 Subtask Overall Comparison Group (C) Intervention Group (T) T-C Sample Size French vocabulary 7.8 6.9 8.6 1.70 809 Letter sounds 14.8 12.7 16.4 3.72 809 Familiar word reading 4.4 3.3 5.2 1.89 809 Invented word reading 3.6 2.7 4.2 1.50 809 Oral reading fluency 7.8 5.5 9.7 4.22 809 Reading comprehension 0.2 0.1 0.3 0.21* 809 *p-value ≤ 0.05 Table 90: Lingala Endline Results, Mean Scores Grade 4 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A – B Boys (D) Girls (C) C - D French vocabulary 7.4 6.2 -1.17* 9.0 8.1 -0.92* Letter sounds 16.3 8.7 -7.59* 18.2 14.6 -3.61 Familiar word reading 5.1 1.4 -3.76* 6.8 3.7 -3.08* Invented word reading 4.1 1.2 -2.86* 5.2 3.3 -1.89 Oral reading 8.2 2.5 -5.69* 12.3 7.1 -5.14* Reading comprehension 0.1 0.0 -0.08* 0.4 0.2 -0.25 *p-value ≤ 0.05 Table 91: Lingala Endline Results, Zero Scores Grade 4 Subtask Overall Score Comparison Group (C) Intervention Group (T) T - C French vocabulary 4% 3% 4% 1% Letter sounds 19% 22% 17% -6% Familiar word reading 73% 77% 70% -7% Invented word reading 74% 78% 70% -8% Oral reading 71% 77% 66% -10% Reading comprehension 88% 93% 83% -10%* *p-value ≤ 0.05 Table 92: Lingala Endline Results, Zero Scores Grade 4 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D French vocabulary 3% 3% -1% 3% 5% 2% Letter sounds 15% 30% 15%* 17% 17% 0% Familiar word reading 67% 88% 20%* 62% 78% 16%* Invented word reading 69% 88% 19%* 63% 77% 14%* Oral reading 67% 87% 20%* 62% 70% 8% Reading comprehension 91% 96% 5%* 80% 87% 7% *p-value ≤ 0.05 Activity 1 Endline Impact Evaluation Report | 64 Table 93: Tshiluba Endline Results, Mean Scores Grade 4 Subtask Overall Comparison Group (C) Intervention Group (T) T-C Sample Size French vocabulary 11.9 10.0 12.6 2.67* 831 Letter sounds 25.4 18.0 28.2 10.20* 831 Familiar word reading 10.6 5.4 12.6 7.15* 831 Invented word reading 8.1 4.0 9.7 5.64* 831 Oral reading 18.8 9.4 22.4 13.02* 831 Reading comprehension 0.8 0.4 1.0 0.57* 831 *p-value ≤ 0.05 Table 94: Tshiluba Endline Results, Mean Scores Grade 4 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D French vocabulary 11.2 8.7 -2.48* 13.8 11.6 -2.16* Letter sounds 22.4 13.6 -8.84* 32.1 25.0 -7.09* Familiar word reading 7.8 3.0 -4.88* 16.6 9.1 -7.52* Invented word reading 6.0 2.0 -4.09* 12.6 7.2 -5.45* Oral reading 12.7 6.0 -6.60* 28.5 17.2 -11.27* Reading comprehension 0.5 0.3 -0.20* 1.3 0.7 -0.60* *p-value ≤ 0.05 Table 95: Tshiluba Endline Results, Zero Scores Grade 4 Subtask Overall Score Comparison Group (C) Intervention Group (T) T - C French vocabulary 0% 1% 0% 0% pts Letter sounds 5% 13% 2% -11% pts*** Familiar word reading 45% 64% 38% -26% pts*** Invented word reading 47% 70% 38% -32% pts*** Oral reading 35% 58% 27% -31% pts*** Reading comprehension 62% 78% 56% -22% pts*** *p-value ≤ 0.05 Table 96: Tshiluba Endline Results, Zero Scores Grade 4 Disaggregated by Gender Subtask Comparison Group Intervention Group Boys (B) Girls (A) A - B Boys (D) Girls (C) C - D French vocabulary 1% 1% 0% 0% 0% 0% Letter sounds 8% 18% 11% 1% 3% 2% Familiar word reading 50% 80% 30%* 27% 47% 20%* Invented word reading 53% 87% 34%* 28% 46% 18%* Oral reading 42% 75% 33%* 19% 33% 13%* Reading comprehension 70% 85% 15%* 44% 66% 22%* *p-value ≤ 0.05 65 | Activity 1 Endline Impact Evaluation Report ANNEX G. ENDLINE DESCRIPTIVE RESULTS FOR SSME INSTRUMENTS Tables 97 and 98 present endline results from the classroom observation and teacher questionnaire tools presented earlier in this report to answer EQ3. Data from the other SSME tools, namely the student questionnaire, school director questionnaire, classroom inventory and school inventory, will be shared separately with USAID. Table 97: Classroom Observation Endline Data Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Grade 2nd Grade 100% 64 0% 0 100% 84 0% 0 100% 84 0% 0 4th Grade 0% 0 100% 65 0% 0 100% 84 0% 0 100% 84 Language of the lesson French 17% 10 98% 59 6% 5 98% 82 2% 2 95% 80 Kiswahili 83% 49 2% 1 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 94% 79 2% 2 2% 2 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 95% 80 5% 4 Other 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 3 Lesson Content Read text aloud 33% 21 42% 27 48% 40 56% 47 36% 30 29% 24 Silent reading 0% 0 12% 8 0% 0 0% 0 0% 0 6% 5 Writing 36% 23 17% 11 11% 9 7% 6 12% 10 11% 9 Penmanship 11% 7 5% 3 14% 12 1% 1 0% 0 2% 2 Listening Comprehension 3% 2 0% 0 2% 2 2% 2 2% 2 1% 1 Students' speaking time 8% 5 11% 7 10% 8 15% 13 27% 23 29% 24 Grammar 2% 1 3% 2 0% 0 0% 0 12% 10 12% 10 Vocabulary Discussion 0% 0 0% 0 0% 0 0% 0 0% 0 1% 1 Other 8% 5 11% 7 15% 13 18% 15 11% 9 10% 8 Minute 3 Students Following Lesson Less than half of students 83% 53 92% 60 94% 79 94% 79 99% 83 100% 84 More than half of students 17% 11 8% 5 6% 5 6% 5 1% 1 0% 0 Minute 3 Teacher's Action Speaks / says / explains 9% 6 9% 6 18% 15 19% 16 8% 7 8% 7 Wrote on board 47% 30 31% 20 23% 19 13% 11 17% 14 18% 15 Shows students example 3% 2 2% 1 1% 1 0% 0 1% 1 1% 1 Made entire class repeat 9% 6 5% 3 35% 29 29% 24 23% 19 20% 17 Made individual student repeat 5% 3 3% 2 8% 7 8% 7 6% 5 6% 5 Asks / answers students questions 25% 16 34% 22 13% 11 20% 17 33% 28 31% 26 Helps students 2% 1 12% 8 0% 0 1% 1 8% 7 13% 11 Monitors / evaluates students 0% 0 2% 1 0% 0 0% 0 2% 2 0% 0 Other 0% 0 3% 2 2% 2 10% 8 1% 1 2% 2 Language of the lesson French 19% 12 97% 63 14% 12 96% 81 5% 4 92% 77 Kiswahili 80% 51 2% 1 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 86% 72 4% 3 1% 1 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 90% 76 8% 7 Other 2% 1 2% 1 0% 0 0% 0 4% 3 0% 0 Minute 3 Item Used - Teacher's Manual No 78% 50 63% 41 56% 47 24% 20 65% 55 54% 45 Yes 22% 14 37% 24 44% 37 76% 64 35% 29 46% 39 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 3 Item Used - Table No 16% 10 35% 23 17% 14 37% 31 18% 15 44% 37 Yes 84% 54 65% 42 83% 70 63% 53 82% 69 56% 47 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 3 Item Used - Student Reading Manual No 97% 62 75% 49 89% 75 71% 60 87% 73 60% 50 Yes 3% 2 25% 16 11% 9 29% 24 13% 11 40% 34 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 3 Item Used - Student Reading Exercise Book No 100% 64 98% 64 99% 83 98% 82 99% 83 100% 84 Yes 0% 0 2% 1 1% 1 2% 2 1% 1 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 3 Item Used - Notebook No 100% 64 98% 64 98% 82 100% 84 98% 82 99% 83 Yes 0% 0 2% 1 2% 2 0% 0 2% 2 1% 1 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 3 Item Used - Alphabet Cards No 95% 61 100% 65 99% 83 100% 84 90% 76 96% 81 Yes 5% 3 0% 0 1% 1 0% 0 10% 8 4% 3 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 3 Item Used - Other No 63% 40 66% 43 88% 74 96% 81 80% 67 88% 74 Yes 38% 24 34% 22 12% 10 4% 3 20% 17 12% 10 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 6 Lesson Content Read text aloud 41% 26 48% 31 50% 42 67% 56 34% 28 45% 38 Silent reading 0% 0 9% 6 0% 0 0% 0 1% 1 6% 5 Activity 1 Endline Impact Evaluation Report | 66 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs 67 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Writing 28% 18 11% 7 7% 6 6% 5 10% 8 5% 4 Penmanship 16% 10 6% 4 13% 11 0% 0 2% 2 1% 1 Listening Comprehension 2% 1 6% 4 8% 7 7% 6 5% 4 5% 4 Students' speaking time 3% 2 6% 4 14% 12 14% 12 30% 25 14% 12 Grammar 2% 1 5% 3 0% 0 0% 0 17% 14 17% 14 Vocabulary Discussion 0% 0 2% 1 1% 1 0% 0 0% 0 4% 3 Other 9% 6 8% 5 6% 5 6% 5 1% 1 4% 3 Minute 6 Students Following Lesson Less than half of students 94% 60 91% 59 95% 80 94% 79 98% 81 100% 84 More than half of students 6% 4 9% 6 5% 4 6% 5 2% 2 0% 0 Minute 6 Teacher's Action Speaks / says / explains 11% 7 15% 10 18% 15 14% 12 18% 15 21% 18 Wrote on board 23% 15 8% 5 11% 9 12% 10 10% 8 7% 6 Shows students example 2% 1 11% 7 0% 0 0% 0 2% 2 2% 2 Made entire class repeat 22% 14 15% 10 23% 19 35% 29 25% 21 29% 24 Made individual student repeat 8% 5 11% 7 24% 20 11% 9 10% 8 10% 8 Asks / answers students questions 20% 13 32% 21 23% 19 23% 19 29% 24 23% 19 Helps students 6% 4 6% 4 1% 1 2% 2 4% 3 5% 4 Monitors / evaluates students 5% 3 0% 0 0% 0 0% 0 2% 2 1% 1 Other 3% 2 2% 1 1% 1 4% 3 0% 0 2% 2 Language of the lesson French 17% 11 97% 63 14% 12 96% 81 6% 5 92% 77 Kiswahili 81% 52 2% 1 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 86% 72 4% 3 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 90% 75 7% 6 Other 2% 1 2% 1 0% 0 0% 0 4% 3 1% 1 Minute 6 Item Used - Teacher's Manual No 89% 57 55% 36 60% 50 27% 23 63% 53 56% 47 Yes 11% 7 45% 29 40% 34 73% 61 37% 31 44% 37 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 6 Item Used - Table No 23% 15 49% 32 24% 20 55% 46 29% 24 49% 41 Yes 77% 49 51% 33 76% 64 45% 38 71% 60 51% 43 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 No 97% 62 72% 47 90% 76 63% 53 87% 73 52% 44 Activity 1 Endline Impact Evaluation Report | 68 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Minute 6 Item Used - Student Reading Manual Yes 3% 2 28% 18 10% 8 37% 31 13% 11 48% 40 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 6 Item Used - Student Reading Exercise Book No 100% 64 94% 61 100% 84 99% 83 100% 84 99% 83 Yes 0% 0 6% 4 0% 0 1% 1 0% 0 1% 1 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 6 Item Used - Notebook No 98% 63 98% 64 99% 83 100% 84 99% 83 96% 81 Yes 2% 1 2% 1 1% 1 0% 0 1% 1 4% 3 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 6 Item Used - Alphabet Cards No 91% 58 100% 65 98% 82 100% 84 94% 79 96% 81 Yes 9% 6 0% 0 2% 2 0% 0 6% 5 4% 3 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 6 Item Used - Other No 58% 37 74% 48 85% 71 94% 79 83% 70 88% 74 Yes 42% 27 26% 17 15% 13 6% 5 17% 14 12% 10 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 9 Lesson Content Read text aloud 27% 17 57% 37 54% 45 67% 56 34% 28 44% 37 Silent reading 0% 0 3% 2 0% 0 1% 1 0% 0 0% 0 Writing 38% 24 6% 4 11% 9 4% 3 8% 7 12% 10 Penmanship 14% 9 5% 3 11% 9 1% 1 4% 3 0% 0 Listening Comprehension 6% 4 15% 10 8% 7 10% 8 8% 7 11% 9 Students' speaking time 6% 4 5% 3 10% 8 8% 7 28% 23 15% 13 Grammar 2% 1 3% 2 4% 3 0% 0 14% 12 14% 12 Vocabulary Discussion 0% 0 2% 1 2% 2 1% 1 0% 0 2% 2 Other 8% 5 5% 3 1% 1 8% 7 4% 3 1% 1 Minute 9 Students Following Lesson Less than half of students 94% 60 95% 62 96% 81 96% 81 100% 83 100% 84 More than half of students 6% 4 5% 3 4% 3 4% 3 0% 0 0% 0 Minute 9 Teacher's Action Speaks / says / explains 5% 3 14% 9 13% 11 17% 14 17% 14 19% 16 Wrote on board 13% 8 5% 3 12% 10 6% 5 10% 8 13% 11 Shows students example 9% 6 6% 4 2% 2 1% 1 1% 1 2% 2 Made entire class repeat 28% 18 25% 16 29% 24 36% 30 24% 20 26% 22 Made individual student repeat 8% 5 8% 5 23% 19 18% 15 18% 15 15% 13 Asks / answers students questions 23% 15 38% 25 19% 16 13% 11 23% 19 21% 18 69 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Helps students 8% 5 2% 1 0% 0 5% 4 1% 1 1% 1 Monitors / evaluates students 3% 2 2% 1 1% 1 0% 0 5% 4 0% 0 Other 3% 2 2% 1 1% 1 5% 4 1% 1 1% 1 Language of the lesson French 14% 9 95% 62 13% 11 96% 81 6% 5 92% 77 Kiswahili 83% 53 5% 3 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 87% 73 4% 3 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 90% 75 8% 7 Other 3% 2 0% 0 0% 0 0% 0 4% 3 0% 0 Minute 9 Item Used - Teacher's Manual No 83% 53 60% 39 60% 50 29% 24 56% 47 54% 45 Yes 17% 11 40% 26 40% 34 71% 60 44% 37 46% 39 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 9 Item Used - Table No 20% 13 48% 31 25% 21 57% 48 37% 31 42% 35 Yes 80% 51 52% 34 75% 63 43% 36 63% 53 58% 49 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 9 Item Used - Student Reading Manual No 92% 59 72% 47 93% 78 60% 50 81% 68 58% 49 Yes 8% 5 28% 18 7% 6 40% 34 19% 16 42% 35 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 9 Item Used - Student Reading Exercise Book No 100% 64 92% 60 100% 84 100% 84 99% 83 100% 84 Yes 0% 0 8% 5 0% 0 0% 0 1% 1 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 9 Item Used - Notebook No 98% 63 98% 64 100% 84 100% 84 98% 82 96% 81 Yes 2% 1 2% 1 0% 0 0% 0 2% 2 4% 3 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 9 Item Used - Alphabet Cards No 94% 60 100% 65 100% 84 100% 84 95% 80 98% 82 Yes 6% 4 0% 0 0% 0 0% 0 5% 4 2% 2 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 9 Item Used - Other No 67% 43 74% 48 82% 69 93% 78 81% 68 83% 70 Yes 33% 21 26% 17 18% 15 7% 6 19% 16 17% 14 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 12 Lesson Content Read text aloud 31% 20 57% 37 57% 48 65% 55 33% 28 45% 38 Activity 1 Endline Impact Evaluation Report | 70 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Silent reading 0% 0 6% 4 0% 0 2% 2 1% 1 1% 1 Writing 34% 22 8% 5 15% 13 4% 3 12% 10 11% 9 Penmanship 5% 3 3% 2 8% 7 0% 0 0% 0 0% 0 Listening Comprehension 6% 4 11% 7 1% 1 10% 8 11% 9 12% 10 Students' speaking time 17% 11 6% 4 11% 9 10% 8 29% 24 13% 11 Grammar 0% 0 6% 4 0% 0 0% 0 8% 7 12% 10 Vocabulary Discussion 2% 1 3% 2 5% 4 5% 4 0% 0 4% 3 Other 5% 3 0% 0 2% 2 5% 4 6% 5 2% 2 Minute 12 Students Following Lesson Less than half of students 94% 60 94% 61 95% 80 95% 80 99% 83 99% 83 More than half of students 6% 4 6% 4 5% 4 5% 4 1% 1 1% 1 Minute 12 Teacher's Action Speaks / says / explains 8% 5 8% 5 10% 8 15% 13 13% 11 14% 12 Wrote on board 9% 6 9% 6 12% 10 6% 5 11% 9 12% 10 Shows students example 8% 5 8% 5 1% 1 0% 0 1% 1 0% 0 Made entire class repeat 23% 15 26% 17 27% 23 36% 30 26% 22 25% 21 Made individual student repeat 16% 10 14% 9 29% 24 25% 21 12% 10 20% 17 Asks / answers students questions 19% 12 18% 12 17% 14 13% 11 29% 24 23% 19 Helps students 6% 4 6% 4 4% 3 2% 2 4% 3 1% 1 Monitors / evaluates students 8% 5 5% 3 1% 1 0% 0 5% 4 1% 1 Other 3% 2 6% 4 0% 0 2% 2 0% 0 4% 3 Language of the lesson French 14% 9 97% 63 12% 10 95% 80 5% 4 88% 74 Kiswahili 84% 54 3% 2 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 88% 74 5% 4 1% 1 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 92% 77 11% 9 Other 2% 1 0% 0 0% 0 0% 0 2% 2 1% 1 Minute 12 Item Used - Teacher's Manual No 81% 52 58% 38 64% 54 31% 26 56% 47 52% 44 Yes 19% 12 42% 27 36% 30 69% 58 44% 37 48% 40 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 12 Item Used - Table No 28% 18 42% 27 24% 20 57% 48 37% 31 38% 32 Yes 72% 46 58% 38 76% 64 43% 36 63% 53 62% 52 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 No 92% 59 71% 46 90% 76 57% 48 79% 66 58% 49 71 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Minute 12 Item Used - Student Reading Manual Yes 8% 5 29% 19 10% 8 43% 36 21% 18 42% 35 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 12 Item Used - Student Reading Exercise Book No 100% 64 94% 61 100% 84 96% 81 99% 83 100% 84 Yes 0% 0 6% 4 0% 0 4% 3 1% 1 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 12 Item Used - Notebook No 95% 61 98% 64 95% 80 99% 83 96% 81 96% 81 Yes 5% 3 2% 1 5% 4 1% 1 4% 3 4% 3 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 12 Item Used - Alphabet Cards No 92% 59 98% 64 100% 84 100% 84 96% 81 99% 83 Yes 8% 5 2% 1 0% 0 0% 0 4% 3 1% 1 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 12 Item Used - Other No 63% 40 74% 48 81% 68 94% 79 88% 74 86% 72 Yes 38% 24 26% 17 19% 16 6% 5 12% 10 14% 12 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does the lesson continue? No 3% 2 0% 0 12% 10 7% 6 2% 2 1% 1 Yes 97% 62 100% 65 88% 74 93% 78 98% 82 99% 83 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 15 Lesson Content Read text aloud 39% 24 49% 32 50% 37 71% 55 35% 29 49% 41 Silent reading 0% 0 6% 4 0% 0 0% 0 1% 1 1% 1 Writing 31% 19 6% 4 15% 11 1% 1 16% 13 12% 10 Penmanship 3% 2 0% 0 12% 9 0% 0 1% 1 0% 0 Listening Comprehension 10% 6 15% 10 7% 5 6% 5 12% 10 8% 7 Students' speaking time 10% 6 5% 3 12% 9 13% 10 15% 12 12% 10 Grammar 2% 1 5% 3 0% 0 0% 0 17% 14 8% 7 Vocabulary Discussion 0% 0 8% 5 3% 2 4% 3 0% 0 6% 5 Other 6% 4 6% 4 1% 1 5% 4 2% 2 2% 2 Minute 15 Students Following Lesson Less than half of students 89% 55 94% 61 95% 70 95% 74 100% 82 99% 82 More than half of students 11% 7 6% 4 5% 4 5% 4 0% 0 1% 1 Minute 15 Teacher's Action Speaks / says / explains 10% 6 11% 7 11% 8 9% 7 9% 7 17% 14 Wrote on board 2% 1 8% 5 3% 2 0% 0 13% 11 17% 14 Activity 1 Endline Impact Evaluation Report | 72 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Shows students example 8% 5 3% 2 0% 0 0% 0 0% 0 1% 1 Made entire class repeat 24% 15 22% 14 32% 24 40% 31 21% 17 24% 20 Made individual student repeat 13% 8 15% 10 22% 16 26% 20 21% 17 16% 13 Asks / answers students questions 26% 16 29% 19 22% 16 22% 17 29% 24 19% 16 Helps students 8% 5 5% 3 3% 2 1% 1 2% 2 0% 0 Monitors / evaluates students 8% 5 8% 5 8% 6 0% 0 5% 4 2% 2 Other 2% 1 0% 0 0% 0 3% 2 0% 0 4% 3 Language of the lesson French 15% 9 97% 63 12% 9 97% 76 6% 5 90% 75 Kiswahili 84% 52 2% 1 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 88% 65 3% 2 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 90% 74 8% 7 Other 2% 1 2% 1 0% 0 0% 0 4% 3 1% 1 Minute 15 Item Used - Teacher's Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 15 Item Used - Table No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 15 Item Used - Student Reading Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 15 Item Used - Student Reading Exercise Book No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 15 Item Used - Notebook No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 15 Item Used - Alphabet Cards No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 15 Item Used - Other No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 73 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does the lesson continue? No 8% 5 0% 0 19% 16 12% 10 11% 9 8% 7 Yes 92% 59 100% 65 81% 68 88% 74 89% 75 92% 77 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 18 Lesson Content Read text aloud 37% 22 54% 35 46% 31 68% 50 39% 29 39% 30 Silent reading 0% 0 8% 5 0% 0 0% 0 0% 0 0% 0 Writing 36% 21 5% 3 21% 14 5% 4 11% 8 12% 9 Penmanship 2% 1 0% 0 7% 5 0% 0 1% 1 0% 0 Listening Comprehension 3% 2 12% 8 3% 2 8% 6 8% 6 21% 16 Students' speaking time 15% 9 9% 6 12% 8 9% 7 33% 25 10% 8 Grammar 0% 0 8% 5 1% 1 0% 0 7% 5 8% 6 Vocabulary Discussion 0% 0 5% 3 3% 2 5% 4 0% 0 8% 6 Other 7% 4 0% 0 7% 5 4% 3 1% 1 3% 2 Minute 18 Students Following Lesson Less than half of students 88% 52 94% 61 96% 65 96% 71 97% 73 99% 76 More than half of students 12% 7 6% 4 4% 3 4% 3 3% 2 1% 1 Minute 18 Teacher's Action Speaks / says / explains 12% 7 11% 7 9% 6 11% 8 8% 6 17% 13 Wrote on board 7% 4 5% 3 9% 6 5% 4 5% 4 8% 6 Shows students example 7% 4 6% 4 1% 1 0% 0 3% 2 0% 0 Made entire class repeat 17% 10 23% 15 21% 14 31% 23 28% 21 29% 22 Made individual student repeat 19% 11 17% 11 25% 17 31% 23 21% 16 16% 12 Asks / answers students questions 24% 14 26% 17 21% 14 18% 13 32% 24 23% 18 Helps students 10% 6 6% 4 1% 1 1% 1 0% 0 1% 1 Monitors / evaluates students 3% 2 6% 4 10% 7 0% 0 3% 2 3% 2 Other 2% 1 0% 0 3% 2 3% 2 0% 0 4% 3 Language of the lesson French 14% 8 97% 63 10% 7 96% 71 5% 4 86% 66 Kiswahili 85% 50 2% 1 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 90% 61 4% 3 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 92% 69 10% 8 Other 2% 1 2% 1 0% 0 0% 0 3% 2 4% 3 Activity 1 Endline Impact Evaluation Report | 74 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Minute 18 Item Used - Teacher's Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 18 Item Used - Table No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 18 Item Used - Student Reading Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 18 Item Used - Student Reading Exercise Book No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 18 Item Used - Notebook No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 18 Item Used - Alphabet Cards No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 18 Item Used - Other No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does the lesson continue? No 9% 6 6% 4 23% 19 18% 15 15% 13 23% 19 Yes 91% 58 94% 61 77% 65 82% 69 85% 71 77% 65 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 21 Lesson Content Read text aloud 45% 26 46% 28 46% 30 59% 41 38% 27 42% 27 Silent reading 0% 0 5% 3 0% 0 1% 1 1% 1 2% 1 Writing 28% 16 7% 4 28% 18 3% 2 11% 8 12% 8 Penmanship 2% 1 0% 0 6% 4 0% 0 0% 0 0% 0 Listening Comprehension 3% 2 15% 9 3% 2 19% 13 14% 10 9% 6 Students' speaking time 17% 10 5% 3 6% 4 12% 8 24% 17 12% 8 Grammar 0% 0 8% 5 2% 1 0% 0 6% 4 9% 6 75 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Vocabulary Discussion 2% 1 7% 4 2% 1 1% 1 1% 1 11% 7 Other 3% 2 8% 5 8% 5 4% 3 4% 3 3% 2 Minute 21 Students Following Lesson Less than half of students 90% 52 93% 57 91% 59 96% 66 99% 70 97% 63 More than half of students 10% 6 7% 4 9% 6 4% 3 1% 1 3% 2 Minute 21 Teacher's Action Speaks / says / explains 17% 10 10% 6 5% 3 17% 12 15% 11 17% 11 Wrote on board 3% 2 8% 5 12% 8 1% 1 7% 5 9% 6 Shows students example 3% 2 2% 1 0% 0 1% 1 0% 0 2% 1 Made entire class repeat 26% 15 18% 11 20% 13 32% 22 23% 16 23% 15 Made individual student repeat 12% 7 21% 13 31% 20 25% 17 18% 13 22% 14 Asks / answers students questions 21% 12 25% 15 14% 9 17% 12 23% 16 14% 9 Helps students 7% 4 2% 1 0% 0 0% 0 1% 1 3% 2 Monitors / evaluates students 10% 6 11% 7 17% 11 4% 3 8% 6 8% 5 Other 0% 0 3% 2 2% 1 1% 1 4% 3 3% 2 Language of the lesson French 14% 8 97% 59 9% 6 97% 67 6% 4 91% 59 Kiswahili 84% 49 3% 2 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 89% 58 3% 2 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 92% 65 8% 5 Other 2% 1 0% 0 2% 1 0% 0 3% 2 2% 1 Minute 21 Item Used - Teacher's Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 21 Item Used - Table No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 21 Item Used - Student Reading Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 21 Item Used - Student Reading Exercise Book No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Activity 1 Endline Impact Evaluation Report | 76 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Minute 21 Item Used - Notebook No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 21 Item Used - Alphabet Cards No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 21 Item Used - Other No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does the lesson continue? No 16% 10 8% 5 29% 24 20% 17 25% 21 27% 23 Yes 84% 53 92% 60 71% 60 80% 67 75% 63 73% 61 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 24 Lesson Content Read text aloud 25% 13 50% 30 38% 23 63% 42 32% 20 48% 29 Silent reading 0% 0 3% 2 0% 0 1% 1 2% 1 2% 1 Writing 51% 27 8% 5 25% 15 3% 2 13% 8 11% 7 Penmanship 2% 1 0% 0 7% 4 0% 0 0% 0 0% 0 Listening Comprehension 2% 1 17% 10 8% 5 13% 9 10% 6 3% 2 Students' speaking time 15% 8 10% 6 12% 7 9% 6 29% 18 13% 8 Grammar 0% 0 3% 2 2% 1 1% 1 11% 7 11% 7 Vocabulary Discussion 0% 0 7% 4 0% 0 3% 2 0% 0 10% 6 Other 6% 3 2% 1 8% 5 6% 4 5% 3 2% 1 Minute 24 Students Following Lesson Less than half of students 91% 48 88% 53 90% 54 97% 65 98% 62 100% 61 More than half of students 9% 5 12% 7 10% 6 3% 2 2% 1 0% 0 Minute 24 Teacher's Action Speaks / says / explains 11% 6 7% 4 15% 9 10% 7 10% 6 16% 10 Wrote on board 8% 4 3% 2 5% 3 3% 2 13% 8 8% 5 Shows students example 4% 2 2% 1 2% 1 0% 0 0% 0 0% 0 Made entire class repeat 8% 4 20% 12 10% 6 33% 22 29% 18 26% 16 Made individual student repeat 6% 3 22% 13 28% 17 28% 19 16% 10 26% 16 Asks / answers students questions 13% 7 25% 15 20% 12 16% 11 14% 9 15% 9 Helps students 13% 7 13% 8 0% 0 0% 0 0% 0 0% 0 Monitors / evaluates students 30% 16 7% 4 15% 9 3% 2 17% 11 7% 4 77 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Other 8% 4 2% 1 5% 3 6% 4 2% 1 2% 1 Language of the lesson French 11% 6 98% 59 8% 5 97% 65 5% 3 87% 53 Kiswahili 85% 45 2% 1 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 90% 54 3% 2 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 92% 58 11% 7 Other 4% 2 0% 0 2% 1 0% 0 3% 2 2% 1 Minute 24 Item Used - Teacher's Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 24 Item Used - Table No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 24 Item Used - Student Reading Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 24 Item Used - Student Reading Exercise Book No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 24 Item Used - Notebook No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 24 Item Used - Alphabet Cards No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 24 Item Used - Other No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does the lesson continue? No 25% 16 15% 10 40% 34 27% 23 30% 25 35% 29 Yes 75% 47 85% 55 60% 50 73% 61 70% 59 65% 55 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Activity 1 Endline Impact Evaluation Report | 78 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Minute 27 Lesson Content Read text aloud 22% 10 49% 27 42% 21 59% 36 32% 19 42% 23 Silent reading 0% 0 0% 0 0% 0 3% 2 0% 0 0% 0 Writing 57% 26 18% 10 22% 11 5% 3 15% 9 9% 5 Penmanship 0% 0 2% 1 6% 3 0% 0 2% 1 0% 0 Listening Comprehension 4% 2 7% 4 8% 4 11% 7 7% 4 15% 8 Students' speaking time 9% 4 15% 8 14% 7 7% 4 22% 13 16% 9 Grammar 0% 0 2% 1 0% 0 0% 0 12% 7 7% 4 Vocabulary Discussion 0% 0 4% 2 0% 0 7% 4 3% 2 11% 6 Other 9% 4 4% 2 8% 4 8% 5 7% 4 0% 0 Minute 27 Students Following Lesson Less than half of students 83% 38 91% 50 88% 44 89% 54 97% 57 100% 55 More than half of students 17% 8 9% 5 12% 6 11% 7 3% 2 0% 0 Minute 27 Teacher's Action Speaks / says / explains 7% 3 9% 5 6% 3 13% 8 5% 3 22% 12 Wrote on board 4% 2 4% 2 6% 3 7% 4 12% 7 7% 4 Shows students example 0% 0 5% 3 0% 0 0% 0 2% 1 0% 0 Made entire class repeat 11% 5 11% 6 12% 6 26% 16 31% 18 25% 14 Made individual student repeat 9% 4 18% 10 28% 14 30% 18 15% 9 18% 10 Asks / answers students questions 11% 5 27% 15 18% 9 13% 8 10% 6 20% 11 Helps students 13% 6 4% 2 6% 3 0% 0 0% 0 0% 0 Monitors / evaluates students 35% 16 16% 9 16% 8 8% 5 24% 14 4% 2 Other 11% 5 5% 3 8% 4 3% 2 2% 1 4% 2 Language of the lesson French 11% 5 98% 54 10% 5 95% 58 3% 2 87% 48 Kiswahili 87% 40 2% 1 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 90% 45 5% 3 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 93% 55 11% 6 Other 2% 1 0% 0 0% 0 0% 0 3% 2 2% 1 Minute 27 Item Used - Teacher's Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 27 Item Used - Table No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 79 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Minute 27 Item Used - Student Reading Manual No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 27 Item Used - Student Reading Exercise Book No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 27 Item Used - Notebook No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 27 Item Used - Alphabet Cards No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 27 Item Used - Other No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does the lesson continue? No 52% 33 33% 21 49% 41 33% 28 40% 34 43% 36 Yes 48% 30 67% 43 51% 43 67% 56 60% 50 57% 48 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Minute 30 Lesson Content Read text aloud 27% 8 37% 16 42% 18 54% 30 32% 16 44% 21 Silent reading 7% 2 0% 0 0% 0 0% 0 0% 0 0% 0 Writing 33% 10 14% 6 23% 10 7% 4 14% 7 8% 4 Penmanship 3% 1 0% 0 2% 1 0% 0 0% 0 0% 0 Listening Comprehension 13% 4 14% 6 7% 3 11% 6 8% 4 8% 4 Students' speaking time 10% 3 21% 9 14% 6 9% 5 22% 11 21% 10 Grammar 0% 0 2% 1 0% 0 0% 0 10% 5 2% 1 Vocabulary Discussion 0% 0 7% 3 0% 0 9% 5 4% 2 6% 3 Other 7% 2 5% 2 12% 5 11% 6 10% 5 10% 5 Minute 30 Students Following Lesson Less than half of students 83% 25 93% 40 88% 38 93% 52 96% 48 98% 47 More than half of students 17% 5 7% 3 12% 5 7% 4 4% 2 2% 1 Minute 30 Teacher's Action Speaks / says / explains 13% 4 7% 3 5% 2 11% 6 6% 3 8% 4 Activity 1 Endline Impact Evaluation Report | 80 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Wrote on board 0% 0 5% 2 5% 2 2% 1 8% 4 4% 2 Shows students example 0% 0 0% 0 2% 1 0% 0 0% 0 0% 0 Made entire class repeat 17% 5 14% 6 19% 8 25% 14 18% 9 25% 12 Made individual student repeat 7% 2 19% 8 19% 8 32% 18 22% 11 23% 11 Asks / answers students questions 7% 2 33% 14 16% 7 14% 8 20% 10 19% 9 Helps students 13% 4 5% 2 5% 2 0% 0 2% 1 0% 0 Monitors / evaluates students 40% 12 16% 7 23% 10 9% 5 22% 11 8% 4 Other 3% 1 2% 1 7% 3 7% 4 2% 1 13% 6 Language of the lesson French 10% 3 100% 43 5% 2 96% 54 2% 1 85% 41 Kiswahili 87% 26 0% 0 0% 0 0% 0 0% 0 0% 0 Lingala 0% 0 0% 0 95% 41 4% 2 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 94% 47 13% 6 Other 3% 1 0% 0 0% 0 0% 0 4% 2 2% 1 Minute 30 - Items used Teacher's manual 7% 2 16% 7 19% 8 23% 13 12% 6 13% 6 Table 43% 13 47% 20 49% 21 29% 16 58% 29 38% 18 Student reading manual 7% 2 9% 4 2% 1 34% 19 14% 7 31% 15 Student reading exercise book 7% 2 7% 3 7% 3 4% 2 8% 4 2% 1 Notebook 13% 4 5% 2 12% 5 7% 4 4% 2 8% 4 Alphabet cards 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Other 23% 7 16% 7 12% 5 4% 2 4% 2 8% 4 Has the teacher clearly explained the objective of the lesson? - The teacher did not state the objective of the lesson. No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 100% 34 100% 38 100% 39 100% 51 100% 52 100% 43 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Has the teacher clearly explained the objective of the lesson? - The teacher wrote the objective of the lesson on the board. No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 100% 26 100% 27 100% 39 100% 38 100% 22 100% 34 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Has the teacher clearly explained the objective of the lesson? - The teacher stated the objective of the lesson. No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 100% 19 100% 18 100% 42 100% 34 100% 11 100% 16 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 81 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Obs Has the teacher clearly explained the objective of the lesson? - The teacher explained the objective of the lesson. Yes 100% 9 100% 6 100% 35 100% 26 100% 18 100% 16 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Has the teacher clearly explained the objective of the lesson? - The teacher discussed the purpose of the lesson with the students. No 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Yes 100% 9 100% 6 100% 3 100% 2 100% 4 100% 6 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Did the students ask the teacher questions during the lesson (for example, clarification questions, or on another subject, etc.)? No 98% 62 97% 63 100% 84 100% 84 100% 84 99% 83 Yes 2% 1 3% 2 0% 0 0% 0 0% 0 1% 1 Does not know / No response 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Table 98: Teacher Questionnaire Endline Data Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Gender Female 46% 30 67% 43 63% 53 73% 61 65% 54 87% 75 Male 54% 35 33% 21 37% 31 27% 22 35% 29 13% 11 Native language French 0% 0 2% 1 0% 0 0% 0 0% 0 0% 0 Lingala 2% 1 0% 0 42% 35 23% 19 1% 1 0% 0 Swahili 42% 27 31% 20 0% 0 0% 0 0% 0 1% 1 Tshiluba 5% 3 5% 3 0% 0 0% 0 81% 67 80% 69 Other 52% 34 61% 39 58% 49 77% 64 18% 15 19% 16 Does not know / No answer 0% 0 2% 1 0% 0 0% 0 0% 0 0% 0 Education level Secondary school diploma 78% 51 89% 57 79% 66 86% 71 89% 74 88% 76 Master 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Ph.D. 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Other 20% 13 8% 5 20% 17 13% 11 8% 7 10% 9 Graduat 2% 1 3% 2 1% 1 1% 1 1% 1 1% 1 Activity 1 Endline Impact Evaluation Report | 82 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Bachelor 0% 0 0% 0 0% 0 0% 0 1% 1 0% 0 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Educational/teaching qualification None 0% 0 0% 0 1% 1 0% 0 0% 0 0% 0 Secondary school diploma 58% 38 63% 40 11% 9 12% 10 11% 9 14% 12 D4A D4N 20% 13 8% 5 18% 15 11% 9 6% 5 6% 5 D6A D6N 17% 11 28% 18 67% 56 72% 60 78% 65 78% 67 Graduat G3 0% 0 0% 0 1% 1 1% 1 1% 1 1% 1 Other: 0% 0 0% 0 2% 2 4% 3 4% 3 1% 1 Does not know / No answer 5% 3 2% 1 0% 0 0% 0 0% 0 0% 0 Are you registered and paid? Not registered 18% 12 17% 11 26% 22 27% 22 25% 21 23% 20 Registered and unpaid 6% 4 6% 4 6% 5 8% 7 12% 10 12% 10 Registered and paid 75% 49 77% 49 68% 57 65% 54 63% 52 65% 56 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 How do you receive your salary? Receives it at school 4% 2 4% 2 56% 32 54% 29 12% 6 13% 7 Receives it in person at the bank (must travel to receive his salary) 90% 44 92% 45 44% 25 44% 24 65% 34 63% 35 Receives it automatically in their bank account or by phone 6% 3 4% 2 0% 0 0% 0 23% 12 25% 14 Does not know / No answer 0% 0 0% 0 0% 0 2% 1 0% 0 0% 0 Are you paid on time? Never 0% 0 2% 1 7% 4 11% 6 4% 2 13% 7 Almost never 6% 3 2% 1 2% 1 0% 0 4% 2 9% 5 Sometimes 14% 7 10% 5 51% 29 56% 30 29% 15 27% 15 Most of the time 10% 5 12% 6 28% 16 24% 13 31% 16 25% 14 All the time 69% 34 73% 36 12% 7 9% 5 33% 17 27% 15 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 No 11% 7 17% 11 12% 10 16% 13 16% 13 30% 26 83 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s During your initial training, were you trained to teach reading? Yes 87% 54 83% 52 88% 73 84% 70 83% 69 70% 60 Does not know / No answer 2% 1 0% 0 0% 0 0% 0 1% 1 0% 0 Have you attended in-service training on how to teach reading? No 31% 20 33% 21 26% 22 51% 42 27% 22 47% 40 Yes 69% 45 67% 43 74% 62 49% 41 73% 61 53% 46 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Who organized the last in-service training/education course on how to teach reading that you received? - Accelere! No 71% 46 67% 43 70% 59 75% 62 59% 49 69% 59 Yes 29% 19 33% 21 30% 25 25% 21 41% 34 31% 27 Who organized the last in-service training/education course on how to teach reading that you received? - MESP No 77% 50 73% 47 69% 58 81% 67 81% 67 87% 75 Yes 23% 15 27% 17 31% 26 19% 16 19% 16 13% 11 Who organized the last in-service training/education course on how to teach reading that you received? - Another organization. No 86% 56 91% 58 86% 72 94% 78 87% 72 90% 77 Yes 14% 9 9% 6 14% 12 6% 5 13% 11 10% 9 Who organized the last in-service training/education course on how to teach reading that you received? - Does not know/No answer No 97% 63 97% 62 98% 82 100% 83 100% 83 100% 86 Yes 3% 2 3% 2 2% 2 0% 0 0% 0 0% 0 Do you think you were able to use what you learned in the in-service training/education courses on how to teach reading in your classroom No 2% 1 2% 1 5% 3 0% 0 3% 2 0% 0 Yes 98% 44 98% 42 95% 59 100% 41 97% 59 100% 46 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 In which language do you mainly teach reading to students? French 17% 11 97% 62 10% 8 95% 79 4% 3 92% 79 Lingala 0% 0 2% 1 90% 76 5% 4 0% 0 0% 0 Swahili 78% 51 2% 1 0% 0 0% 0 0% 0 0% 0 Tshiluba 0% 0 0% 0 0% 0 0% 0 94% 78 8% 7 Other 5% 3 0% 0 0% 0 0% 0 2% 2 0% 0 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 For the 2018-2019 year, did you receive the ACCELERE! Teacher's guide? No 62% 40 70% 45 62% 52 70% 58 55% 46 66% 57 Yes 37% 24 30% 19 36% 30 29% 24 45% 37 34% 29 Does not know / No answer 2% 1 0% 0 2% 2 1% 1 0% 0 0% 0 Activity 1 Endline Impact Evaluation Report | 84 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s When did you receive it? During training 25% 6 11% 2 20% 6 4% 1 24% 9 7% 2 During the 1st quarter (Sept-Dec) 33% 8 58% 11 53% 16 75% 18 22% 8 34% 10 During the 2nd quarter (Jan-March) 17% 4 16% 3 20% 6 17% 4 27% 10 34% 10 During the 3rd quarter (April-June) 4% 1 5% 1 7% 2 0% 0 16% 6 14% 4 Other 0% 0 5% 1 0% 0 0% 0 3% 1 0% 0 Does not know / No answer 21% 5 5% 1 0% 0 4% 1 8% 3 10% 3 Were you able to use the teacher's guide? No 0% 0 5% 1 3% 1 0% 0 0% 0 7% 2 Yes 100% 24 95% 18 97% 29 100% 24 100% 37 93% 27 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 How many times a week did you use it during the 2018-2019 school year? Less than once a week 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 1 to 2 times a week 0% 0 6% 1 0% 0 8% 2 0% 0 11% 3 3 to 4 times a week 4% 1 11% 2 28% 8 42% 10 16% 6 19% 5 Every day (5 or 6 times a week) 92% 22 78% 14 72% 21 50% 12 84% 31 70% 19 Does not know / No answer 4% 1 6% 1 0% 0 0% 0 0% 0 0% 0 For 2018-2019, have your students received ACCELERE! Project Reading books? No 74% 48 89% 57 65% 55 87% 72 66% 55 93% 80 Yes 25% 16 8% 5 32% 27 13% 11 34% 28 7% 6 Does not know / No answer 2% 1 3% 2 2% 2 0% 0 0% 0 0% 0 When did your students receive these booklets? During training 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 During the 1st quarter (Sept-Dec) 19% 3 20% 1 48% 13 64% 7 14% 4 33% 2 During the 2nd quarter (Jan-March) 19% 3 0% 0 48% 13 9% 1 39% 11 33% 2 During the 3rd quarter (April-June) 44% 7 60% 3 4% 1 18% 2 32% 9 33% 2 Other 0% 0 0% 0 0% 0 0% 0 4% 1 0% 0 Does not know / No answer 19% 3 20% 1 0% 0 9% 1 11% 3 0% 0 Have you received enough booklets for all students? No 31% 5 20% 1 59% 16 45% 5 39% 11 50% 3 Yes 69% 11 80% 4 41% 11 36% 4 61% 17 50% 3 85 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Does not know / No answer 0% 0 0% 0 0% 0 18% 2 0% 0 0% 0 How many times a week did students use these booklets during the 2018-2019 school year? Less than once a week 0% 0 0% 0 0% 0 0% 0 4% 1 0% 0 1 to 2 times a week 6% 1 0% 0 7% 2 9% 1 0% 0 17% 1 3 to 4 times a week 13% 2 20% 1 37% 10 45% 5 14% 4 50% 3 Every day (5 or 6 times a week) 81% 13 80% 4 56% 15 36% 4 79% 22 33% 2 Does not know / No answer 0% 0 0% 0 0% 0 9% 1 4% 1 0% 0 Do your students go home with reading books? No 85% 55 97% 62 92% 77 96% 80 87% 72 91% 78 Yes 15% 10 2% 1 8% 7 4% 3 13% 11 9% 8 Does not know / No answer 0% 0 2% 1 0% 0 0% 0 0% 0 0% 0 In your classroom, do you offer classes to students from multiple grades / levels at the same time (i.e. multi-grade class)? No 89% 58 86% 55 93% 78 89% 74 89% 74 79% 68 Yes 11% 7 14% 9 7% 6 10% 8 11% 9 19% 16 Does not know / No answer 0% 0 0% 0 0% 0 1% 1 0% 0 2% 2 How many boys are enrolled in this class? 0 to 15 16% 9 14% 8 27% 22 30% 25 10% 8 30% 26 16 to 30 27% 15 38% 21 42% 34 46% 38 52% 43 36% 31 31+ 56% 31 48% 27 31% 25 23% 19 39% 32 34% 29 How many girls are enrolled in this class? 0 to 15 22% 12 25% 14 26% 21 26% 21 22% 18 33% 28 16 to 30 29% 16 29% 16 49% 40 52% 43 40% 33 40% 34 31+ 49% 27 46% 26 25% 20 22% 18 39% 32 28% 24 How many boys in your class repeated the grade? 0 to 5 85% 50 90% 53 86% 67 86% 67 88% 71 93% 79 6 to 10 14% 8 8% 5 12% 9 12% 9 9% 7 4% 3 11+ 2% 1 2% 1 3% 2 3% 2 4% 3 4% 3 How many girls in your class repeated the grade? 0 to 5 91% 53 93% 55 86% 67 89% 70 85% 70 91% 77 6 to 10 9% 5 5% 3 13% 10 10% 8 9% 7 8% 7 11+ 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 On a normal day, how many students are absent? 0 to 5 82% 50 87% 54 67% 55 67% 55 63% 52 70% 60 6 to 10 13% 8 10% 6 22% 18 23% 19 20% 17 17% 15 11+ 5% 3 3% 2 11% 9 10% 8 17% 14 13% 11 Activity 1 Endline Impact Evaluation Report | 86 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s How many students who arrive late to the class are there on a normal day? 0 to 5 76% 48 72% 46 68% 54 68% 55 72% 60 61% 52 6 to 10 17% 11 23% 15 15% 12 19% 15 17% 14 22% 19 11+ 6% 4 5% 3 17% 14 14% 11 11% 9 16% 14 When weather is bad, are you able to continue teaching in the classroom? No 52% 34 58% 37 83% 70 76% 63 75% 62 76% 65 Yes 48% 31 42% 27 17% 14 23% 19 24% 20 24% 21 Does not know / No answer 0% 0 0% 0 0% 0 1% 1 1% 1 0% 0 Does the principal or his/her assistant review your lesson preparation sheets (teacher subject planner) and your class journal? No 5% 3 3% 2 6% 5 5% 4 1% 1 0% 0 Yes 92% 60 97% 62 94% 79 95% 79 99% 82 100% 86 Does not know / No answer 3% 2 0% 0 0% 0 0% 0 0% 0 0% 0 How many times during the 2018-2019 year have your lesson plans been reviewed? Once a year 2% 1 0% 0 1% 1 0% 0 0% 0 1% 1 Once every six months 2% 1 2% 1 0% 0 4% 3 0% 0 0% 0 Once every 2 to 3 months 3% 2 3% 2 3% 2 1% 1 10% 8 6% 5 Once a month 3% 2 2% 1 1% 1 3% 2 2% 2 7% 6 Once every two weeks 2% 1 2% 1 4% 3 4% 3 2% 2 2% 2 Once a week 10% 6 16% 10 16% 13 22% 17 10% 8 8% 7 Daily 73% 44 73% 45 73% 58 65% 51 76% 62 72% 62 Does not know / No answer 5% 3 3% 2 1% 1 3% 2 0% 0 3% 3 When you need pedagogical help, who do you go to? I never need help 2% 1 2% 1 0% 0 1% 1 0% 0 0% 0 There is no one to ask for help 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 I organize meetings with other teachers 2% 1 5% 3 1% 1 0% 0 5% 4 1% 1 I chat from time to time with other teachers 20% 13 17% 11 8% 7 10% 8 6% 5 6% 5 The school principal 58% 38 59% 38 80% 67 84% 70 73% 61 77% 66 The school principal assistant 8% 5 8% 5 5% 4 0% 0 6% 5 2% 2 The educational advisor/counselor or subject specialist 6% 4 9% 6 1% 1 2% 2 4% 3 8% 7 87 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Other: 2% 1 0% 0 4% 3 2% 2 5% 4 5% 4 To the ACCELERE! reading staff 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No answer 3% 2 0% 0 1% 1 0% 0 1% 1 1% 1 During the 2018-2019 school year, did the principal or his/her assistant observe your lessons? No 3% 2 2% 1 4% 3 5% 4 2% 2 1% 1 Yes 94% 61 97% 62 93% 78 94% 78 98% 81 99% 85 Does not know / No answer 3% 2 2% 1 4% 3 1% 1 0% 0 0% 0 How many times? Never 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Once a year 2% 1 0% 0 0% 0 0% 0 0% 0 1% 1 Once every six months 8% 5 6% 4 3% 2 3% 2 6% 5 13% 11 Once every 2 to 3 months 21% 13 31% 19 22% 17 15% 12 26% 21 22% 19 Once a month 5% 3 13% 8 6% 5 12% 9 11% 9 11% 9 Once every two weeks 5% 3 11% 7 12% 9 17% 13 9% 7 18% 15 Once a week 38% 23 21% 13 41% 32 36% 28 31% 25 21% 18 Daily 18% 11 15% 9 14% 11 15% 12 14% 11 12% 10 Does not know / No answer 3% 2 3% 2 3% 2 3% 2 4% 3 2% 2 After an observation from the principal, does he or she give you his / her opinion on how to improve your teaching abilities? No 0% 0 0% 0 1% 1 1% 1 0% 0 0% 0 Yes 100% 61 100% 62 99% 77 99% 77 100% 81 100% 85 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Is his/her advice useful? Not at all useful 2% 1 0% 0 0% 0 0% 0 0% 0 0% 0 Somewhat useful 3% 2 3% 2 0% 0 1% 1 1% 1 1% 1 Very useful 95% 58 97% 60 100% 77 99% 76 99% 80 99% 84 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 During the 2018-2019 school year, did an inspector from the Ministry of Education (EPSP) come to inspect you? No 20% 13 30% 19 44% 37 43% 36 18% 15 16% 14 Yes 74% 48 69% 44 52% 44 54% 45 82% 68 81% 70 Does not know / No answer 6% 4 2% 1 4% 3 2% 2 0% 0 2% 2 Activity 1 Endline Impact Evaluation Report | 88 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s How many times? Never 2% 1 0% 0 0% 0 2% 1 0% 0 0% 0 Once a year 50% 24 43% 19 45% 20 54% 25 44% 30 44% 31 Once every six months 25% 12 30% 13 25% 11 13% 6 26% 18 29% 20 Once every 2 to 3 months 13% 6 18% 8 18% 8 22% 10 21% 14 23% 16 Once a month 6% 3 9% 4 2% 1 2% 1 7% 5 3% 2 Once every two weeks 0% 0 0% 0 7% 3 2% 1 1% 1 0% 0 Once a week 2% 1 0% 0 2% 1 2% 1 0% 0 1% 1 Does not know / No answer 2% 1 0% 0 0% 0 2% 1 0% 0 0% 0 Did a ACCELERE! project reading staff observe your lessons? No 62% 40 78% 50 67% 56 76% 63 66% 55 71% 61 Yes 32% 21 17% 11 31% 26 22% 18 34% 28 29% 25 Does not know / No answer 6% 4 5% 3 2% 2 2% 2 0% 0 0% 0 How many times? Never 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Once a year 43% 9 45% 5 54% 14 67% 12 21% 6 32% 8 Once every six months 24% 5 18% 2 23% 6 11% 2 32% 9 24% 6 Once every 2 to 3 months 0% 0 9% 1 19% 5 11% 2 25% 7 24% 6 Once a month 19% 4 18% 2 4% 1 6% 1 11% 3 12% 3 Once every two weeks 5% 1 0% 0 0% 0 0% 0 4% 1 4% 1 Once a week 0% 0 0% 0 0% 0 6% 1 4% 1 4% 1 Every day 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Does not know / No answer 10% 2 9% 1 0% 0 0% 0 4% 1 0% 0 After an observation from the reading staff, does he or she give you his/her opinion on how to improve your teaching? No 5% 1 0% 0 15% 4 11% 2 7% 2 4% 1 Yes 95% 20 100% 11 85% 22 89% 16 93% 26 96% 24 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Is his/her advice useful? Not at all useful 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Somewhat useful 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Very useful 100% 20 100% 11 100% 22 100% 16 100% 26 100% 24 89 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 How do you measure the academic progress of your students? - Written checks No 66% 43 63% 40 63% 53 64% 53 86% 71 91% 78 Yes 34% 22 38% 24 37% 31 36% 30 14% 12 9% 8 How do you measure the academic progress of your students? - Oral assessments No 26% 17 27% 17 11% 9 19% 16 60% 50 69% 59 Yes 74% 48 73% 47 89% 75 81% 67 40% 33 31% 27 How do you measure the academic progress of your students? - Questions No 60% 39 48% 31 42% 35 30% 25 52% 43 60% 52 Yes 40% 26 52% 33 58% 49 70% 58 48% 40 40% 34 How do you measure the academic progress of your students? - Evaluations and other projects No 100% 65 100% 64 100% 84 100% 83 100% 83 99% 85 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 1% 1 How do you measure the academic progress of your students? - Homework No 82% 53 73% 47 39% 33 42% 35 59% 49 70% 60 Yes 18% 12 27% 17 61% 51 58% 48 41% 34 30% 26 How do you measure the academic progress of your students?- Discussion / participation No 100% 65 98% 63 99% 83 99% 82 100% 83 93% 80 Yes 0% 0 2% 1 1% 1 1% 1 0% 0 7% 6 How do you measure the academic progress of your students? - Worksheets No 100% 65 100% 64 100% 84 100% 83 98% 81 100% 86 Yes 0% 0 0% 0 0% 0 0% 0 2% 2 0% 0 How do you measure the academic progress of your students? - End of quarter evaluation No 72% 47 78% 50 70% 59 64% 53 90% 75 84% 72 Yes 28% 18 22% 14 30% 25 36% 30 10% 8 16% 14 How do you measure the academic progress of your students? - End of year evaluation No 75% 49 77% 49 83% 70 77% 64 94% 78 92% 79 Yes 25% 16 23% 15 17% 14 23% 19 6% 5 8% 7 How do you measure the academic progress of your students? - Other No 83% 54 64% 41 85% 71 87% 72 72% 60 71% 61 Yes 17% 11 36% 23 15% 13 13% 11 28% 23 29% 25 How do you measure the academic progress of your students? - I do not measure No 100% 65 100% 64 100% 84 100% 83 100% 83 100% 86 Yes 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 How do you measure the academic progress of your students? - Does not know / No answer No 94% 61 97% 62 100% 84 99% 82 96% 80 92% 79 Yes 6% 4 3% 2 0% 0 1% 1 4% 3 8% 7 How do you use the results of assessments in your teaching? - Recording student grades in a notebook or record sheet No 55% 36 50% 32 6% 5 7% 6 46% 38 52% 45 Yes 45% 29 50% 32 94% 79 93% 77 54% 45 48% 41 No 82% 53 81% 52 98% 82 99% 82 60% 50 65% 56 Activity 1 Endline Impact Evaluation Report | 90 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s How do you use the results of assessments in your teaching? - Assessment of students' understanding of the subject Yes 18% 12 19% 12 2% 2 1% 1 40% 33 35% 30 How do you use the results of assessments in your teaching? - Planning of educational activities No 94% 61 80% 51 100% 84 100% 83 99% 82 92% 79 Yes 6% 4 20% 13 0% 0 0% 0 1% 1 8% 7 How do you use the results of assessments in your teaching? - Adapting teaching methods to better meet the needs of students No 69% 45 70% 45 95% 80 96% 80 92% 76 90% 77 Yes 31% 20 30% 19 5% 4 4% 3 8% 7 10% 9 How do you use the results of assessments in your teaching? - Other No 74% 48 69% 44 87% 73 80% 66 81% 67 80% 69 Yes 26% 17 31% 20 13% 11 20% 17 19% 16 20% 17 How do you use the results of assessments in your teaching? - Does not know / No answer No 92% 60 97% 62 98% 82 94% 78 93% 77 91% 78 Yes 8% 5 3% 2 2% 2 6% 5 7% 6 9% 8 In your class, how many parents/people follow or monitor their children’s homework at home? None 11% 7 13% 8 20% 17 22% 18 14% 12 16% 14 Some of them 37% 24 45% 29 55% 46 59% 49 59% 49 57% 49 Most of them 37% 24 28% 18 18% 15 12% 10 12% 10 14% 12 All 6% 4 8% 5 1% 1 1% 1 13% 11 9% 8 Does not know / No answer 9% 6 6% 4 6% 5 6% 5 1% 1 3% 3 Overall, are you satisfied with the parents' participation in their children's school work? No 28% 18 30% 19 32% 27 34% 28 23% 19 29% 25 Yes 72% 47 69% 44 67% 56 65% 54 77% 64 71% 61 Does not know / No answer 0% 0 2% 1 1% 1 1% 1 0% 0 0% 0 Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts? 1st grade 9% 6 8% 5 0% 0 0% 0 6% 5 7% 6 2nd grade 54% 35 17% 11 49% 41 17% 14 69% 57 21% 18 3rd grade 31% 20 64% 41 39% 33 42% 35 18% 15 53% 46 4th grade or higher grade 6% 4 11% 7 11% 9 41% 34 5% 4 19% 16 Does not know / No answer 0% 0 0% 0 1% 1 0% 0 2% 2 0% 0 Starting from what grade do you think students should be able to write with confidence? 1st grade 9% 6 11% 7 1% 1 0% 0 5% 4 7% 6 2nd grade 49% 32 9% 6 30% 25 12% 10 41% 34 17% 15 3rd grade 23% 15 36% 23 40% 34 41% 34 39% 32 29% 25 4th grade or higher grade 17% 11 44% 28 27% 23 47% 39 14% 12 47% 40 91 | Activity 1 Endline Impact Evaluation Report Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Does not know / No answer 2% 1 0% 0 1% 1 0% 0 1% 1 0% 0 Do you feel safe at school? No 12% 8 19% 12 5% 4 5% 4 11% 9 13% 11 Yes 88% 57 81% 52 95% 80 95% 79 89% 74 87% 75 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 Do you feel safe when you go to school and when you leave? No 22% 14 20% 13 5% 4 6% 5 13% 11 14% 12 Yes 78% 51 80% 51 95% 80 94% 78 86% 71 86% 74 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 1% 1 0% 0 Do you think students are safe at school? No 17% 11 22% 14 2% 2 4% 3 5% 4 12% 10 Yes 83% 54 78% 50 98% 82 96% 80 95% 79 88% 76 Does not know / No answer 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 In the past week, how many times have you witnessed physical violence among students in school? None (0 times) 91% 59 89% 57 50% 42 69% 57 82% 68 88% 76 Once a day 2% 1 2% 1 5% 4 5% 4 0% 0 2% 2 More than once a day 3% 2 0% 0 11% 9 6% 5 1% 1 0% 0 A few times during the week 5% 3 9% 6 35% 29 19% 16 16% 13 6% 5 Does not know / No answer 0% 0 0% 0 0% 0 1% 1 1% 1 3% 3 In the event of an argument or a fight among students in your class, how do you manage the situation? - I do not do anything / I do not pay attention to what is going on No 98% 64 100% 64 100% 84 100% 83 99% 82 100% 86 Yes 2% 1 0% 0 0% 0 0% 0 1% 1 0% 0 In the event of an argument or a fight among students in your class, how do you manage the situation? - I communicate with the principal’s office No 88% 57 84% 54 96% 81 80% 66 93% 77 87% 75 Yes 12% 8 16% 10 4% 3 20% 17 7% 6 13% 11 In the event of an argument or a fight among students in your class, how do you manage the situation? - I communicate with parents No 94% 61 89% 57 96% 81 92% 76 93% 77 95% 82 Yes 6% 4 11% 7 4% 3 8% 7 7% 6 5% 4 In the event of an argument or a fight among students in your class, how do you manage the situation? - I talk to the No 25% 16 25% 16 23% 19 24% 20 17% 14 19% 16 Yes 75% 49 75% 48 77% 65 76% 63 83% 69 81% 70 Activity 1 Endline Impact Evaluation Report | 92 Question Group Kiswahili G2 Kiswahili G4 Lingala G2 Lingala G4 Tshiluba G2 Tshiluba G4 Percent of Teachers Obs Percent of Teachers Obs Percent of Teachers Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s Percent of Teacher s Ob s quarreling students and try to give them advice In the event of an argument or a fight among students in your class, how do you manage the situation? - I give more work / homework to the quarreling students No 95% 62 100% 64 99% 83 100% 83 100% 83 99% 85 Yes 5% 3 0% 0 1% 1 0% 0 0% 0 1% 1 In the event of an argument or a fight among students in your class, how do you manage the situation? - I discipline the quarreling students No 82% 53 63% 40 68% 57 65% 54 93% 77 92% 79 Yes 18% 12 38% 24 32% 27 35% 29 7% 6 8% 7 In the event of an argument or a fight among students in your class, how do you manage the situation? - I apply the school regulation code No 95% 62 81% 52 81% 68 87% 72 98% 81 95% 82 Yes 5% 3 19% 12 19% 16 13% 11 2% 2 5% 4 In the event of an argument or a fight among students in your class, how do you manage the situation? - I use corporal punishment No 100% 65 100% 64 99% 83 100% 83 100% 83 100% 86 Yes 0% 0 0% 0 1% 1 0% 0 0% 0 0% 0 In the event of an argument or a fight among students in your class, how do you manage the situation? - Other No 80% 52 86% 55 88% 74 83% 69 88% 73 84% 72 Yes 20% 13 14% 9 12% 10 17% 14 12% 10 16% 14 In the event of an argument or a fight among students in your class, how do you manage the situation? - Does not know / No answer No 98% 64 100% 64 99% 83 99% 82 99% 82 99% 85 Yes 2% 1 0% 0 1% 1 1% 1 1% 1 1% 1 93 | Activity 1 Endline Impact Evaluation Report ANNEX H. TEACHING PRACTICES CORRELATED WITH ENDLINE STUDENTS’ ORF Table 99: Kiswahili Endline Results for Intervention, Teacher Questionnaire Grade 2 Correlated with Mean ORF Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Gender of teacher Male 41% 3.9 145 Female 59% 3.8 162 Trained to teach reading * No 11% 1.3 18 Yes 86% 3.8 252 Don't know 3% 10.7 9 Attended in-service training on reading * No 31% 2.0 65 Yes 69% 4.7 242 Don't know -- -- -- Who organized the last in-service training/education course on how to teach reading that you received? ‡ Yes - ACCELERE! 56% 4.2 188 Yes - MEPSP 7% 6.8 28 Another organization 6% 6.7 18 Don't know 0% 0.0 8 Were you able to use what you learned in the in-service training on how to teach reading? No -- -- -- Yes 100% 4.7 242 Don't know -- -- -- In which language do you mainly teach reading to students? French 9% 2.9 28 Lingala -- -- -- Kiswahili 89% 3.9 269 Tshiluba -- -- -- Other 1% 6.3 10 Don't know -- -- Did you receive the ACCELERE! Teacher's guide? No 31% 3.1 76 Yes 69% 4.2 223 Don't know 0% 0.0 8 When did you receive the ACCELERE! Teacher's Guide? During training 20% 4.7 58 1st quarter 26% 3.6 67 2nd quarter 21% 2.4 39 3rd quarter 10% 7.8 10 Other -- -- -- Don't know 24% 4.4 49 Were you able to use the teacher's guide? No -- -- -- Yes 100% 4.2 223 Don't know -- -- -- How many times a week did you use it to teach reading during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week -- -- -- 3 to 4 times per week 5% 3.3 9 Every day 87% 4.7 205 Activity 1 Endline Impact Evaluation Report | 94 Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Don't know 9% 0.0 9 Have your students received ACCELERE! reading books? No 49% 4.0 143 Yes 50% 3.8 154 Don't know 1% 0.5 10 When did your students receive these booklets? During training -- -- -- 1st quarter 14% 5.5 30 2nd quarter 18% 3.5 27 3rd quarter 54% 4.1 67 Other -- -- -- Don't know 15% 1.5 30 Have you received enough booklets for all students? No 27% 3.3 49 Yes 73% 4.0 105 Don't know -- -- -- How many times a week did your students use these booklets during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week 3% 7.2 10 3 to 4 times per week 15% 1.8 20 Every day 81% 4.0 124 Don't know -- -- -- Do your students go home with reading books? No 71% 4.2 217 Yes 29% 3.0 90 Don't know -- -- -- During the 2018-2019 school year, did the principal or his/her assistant observe your lessons? * No 5% 1.4 8 Yes 93% 4.0 281 Don't know 1% 0.4 18 How many times? * Never -- -- -- Once a year -- -- -- Once every 6 months -- -- -- Once every 2-3 months 18% 4.2 67 Once a month 3% 14.1 10 Once every two weeks 6% 3.8 20 Once a week 59% 3.1 134 Daily 14% 5.4 40 Don't know 1% 6.3 10 Did an inspector from the Ministry of Education come to inspect you? No 11% 1.9 46 Yes 83% 4.2 233 Don't know 6% 2.8 28 How many times? * Never -- -- -- Once a year 50% 3.0 108 Once every 6 months 25% 7.2 67 Once every 2-3 months 13% 2.5 30 95 | Activity 1 Endline Impact Evaluation Report Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Once a month 8% 1.2 18 Once every two weeks -- -- -- Once a week 4% 11.8 10 Daily -- -- -- Don't know -- -- -- Did ACCELERE! project reading staff observe your lessons? * No 34% 2.3 94 Yes 60% 5.1 185 Don't know 6% 0.1 28 How many times? Never -- -- -- Once per year 34% 5.4 77 Every 6 months 25% 2.4 40 Every 2 to 3 months -- -- -- Every month 23% 6.1 38 Every 2 weeks 4% 5.2 10 Once a week -- -- -- Every day -- -- -- Don't know 14% 7.7 20 After an observation from the reading staff, does he or she give you his/her opinion on how to improve your teaching? No -- -- -- Yes 100% 5.1 185 Don't know -- -- -- Is his/her advice useful? Not useful at all -- -- -- Somewhat useful -- -- -- Very useful 100% 5.1 185 Don't know -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 21% 4.4 69 Yes 79% 3.7 238 Don't know -- -- -- Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts? 1st Grade 21% 3.5 40 2nd Grade 63% 4.3 230 3rd Grade 16% 2.4 37 4th Grade or Higher -- -- -- Don't know -- -- -- Starting from what grade do you think students should be able to write with confidence? * 1st Grade 13% 5.8 30 2nd Grade 66% 2.9 202 3rd Grade 14% 4.6 55 4th Grade or Higher 7% 7.1 20 Don't know -- -- -- Do you feel safe at school? * No 7% 0.6 28 Yes 93% 4.1 279 Don't know -- -- -- *p-value ≤ 0.05 ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 96 Table 100: Lingala Endline Results for Intervention, Teacher Questionnaire Grade 2 Correlated with Mean ORF Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Gender of teacher Male 70% 2.1 252 Female 30% 1.3 147 Trained to teach reading No 4% 0.1 16 Yes 96% 2.1 373 Don't know -- -- -- Attended in-service training on reading No 13% 0.1 48 Yes 87% 2.2 351 Don't know -- -- -- Who organized the last in-service training/education course on how to teach reading that you received? ‡ Yes - ACCELERE! 59% 2.0 220 Yes - MEPSP 9% 2.4 54 Another organization 21% 2.1 90 Don't know 1% 4.4 7 Were you able to use what you learned in the in-service training on how to teach reading? No -- -- -- Yes 100% 2.2 351 Don't know -- -- -- In which language do you mainly teach reading to students? * French 16% 4.5 46 Lingala 84% 1.4 353 Kiswahili -- -- -- Tshiluba -- -- -- Other -- -- -- Don't know -- -- Did you receive the ACCELERE! teacher's guide?* No 28% 0.2 104 Yes 71% 2.5 277 Don't know 1% 3.2 18 When did you receive the ACCELERE! teacher's guide? During training 27% 0.7 60 1st quarter 45% 1.9 140 2nd quarter 22% 5.5 57 3rd quarter 7% 4.5 20 Other -- -- -- Don't know -- -- -- Were you able to use the teacher's guide? No -- -- -- Yes 100% 2.5 277 Don't know -- -- -- How many times a week did you use it to teach reading during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week -- -- -- 3 to 4 times per week 25% 0.2 70 Every day 75% 3.3 207 Don't know -- -- -- 97 | Activity 1 Endline Impact Evaluation Report Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Have your students received ACCELERE! reading books?* No 40% 0.5 144 Yes 58% 2.8 237 Don't know 1% 3.5 18 When did your students receive these booklets? During training -- -- -- 1st quarter 41% 2.2 110 2nd quarter 56% 3.2 117 3rd quarter 3% 5.1 10 Other -- -- -- Don't know -- -- -- Have you received enough booklets for all students? No 58% 1.8 150 Yes 42% 4.3 87 Don't know -- -- -- How many times a week did your students use these booklets during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week 13% 2.2 10 3 to 4 times per week 31% 0.3 80 Every day 57% 4.4 147 Don't know -- -- -- Do your students go home with reading books? No 84% 1.9 342 Yes 16% 1.8 57 Don't know -- -- -- During the 2018-2019 school year, did the principal or his/her assistant observe your lessons? No 0% 0.0 8 Yes 99% 1.9 373 Don't know 1% 3.2 18 How many times? Never -- -- -- Once a year -- -- -- Once every 6 months 2% 0.0 10 Once every 2-3 months 7% 2.6 35 Once a month 11% 0.0 30 Once every two weeks 7% 2.0 40 Once a week 52% 2.4 180 Daily 20% 1.5 78 Don't know -- -- -- Did an inspector from the Ministry of Education come to inspect you? No 34% 3.2 154 Yes 65% 1.2 227 Don't know 1% 3.2 18 How many times? Never -- -- -- Once a year 15% 1.1 60 Once every 6 months 44% 1.2 90 Once every 2-3 months 28% 1.6 60 Once a month -- -- -- Activity 1 Endline Impact Evaluation Report | 98 Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Once every two weeks 12% 0.6 17 Once a week -- -- -- Daily -- -- -- Don't know -- -- -- Did ACCELERE! project reading staff observe your lessons? No 32% 3.0 162 Yes 67% 1.4 227 Don't know 1% 0.1 10 How many times? Never -- -- -- Once per year 52% 1.9 130 Every 6 months 39% 0.4 60 Every 2 to 3 months 7% 2.4 30 Every month 2% 4.4 7 Every 2 weeks -- -- -- Once a week -- -- -- Every day -- -- -- Don't know -- -- -- After an observation from the reading staff, does he or she give you his/her opinion on how to improve your teaching? No 19% 1.6 30 Yes 81% 1.3 197 Don't know -- -- -- Is his/her advice useful? Not useful at all -- -- -- Somewhat useful -- -- -- Very useful 100% 1.3 197 Don't know -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 32% 1.7 126 Yes 66% 2.0 263 Don't know 2% 0.0 10 Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts? 1st Grade -- -- -- 2nd Grade 58% 2.8 224 3rd Grade 34% 0.6 125 4th Grade or Higher 9% 0.6 50 Don't know -- -- -- Starting from what grade do you think students should be able to write with confidence? 1st Grade 2% 5.1 10 2nd Grade 29% 1.7 120 3rd Grade 45% 2.3 162 4th Grade or Higher 24% 1.1 107 Don't know -- -- -- Do you feel safe at school? No 2% 0.0 20 Yes 98% 1.9 379 Don't know -- -- -- *p-value ≤ 0.05 ‡ Mark all that apply 99 | Activity 1 Endline Impact Evaluation Report Table 101: Tshiluba Endline Results for Intervention, Teacher Questionnaire Grade 2 Correlated with Mean ORF Scores Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Gender of teacher Male 56% 7.3 250 Female 44% 7.4 170 Trained to teach reading No 1% 6.3 10 Yes 99% 7.4 410 Don't know -- -- -- Attended in-service training on reading No 5% 1.3 20 Yes 95% 7.6 400 Don't know -- -- -- Who organized the last in-service training/education course on how to teach reading that you received? ‡ Yes - ACCELERE! 87% 8.0 340 Yes - MEPSP 7% 5.2 50 Another organization 1% 0.1 10 Don't know -- -- -- Were you able to use what you learned in the in-service training on how to teach reading? No -- -- -- Yes 100% 7.6 400 Don't know -- -- -- In which language do you mainly teach reading to students? French -- -- -- Lingala -- -- -- Kiswahili -- -- -- Tshiluba 100% 7.3 420 Other -- -- -- Don't know -- -- Did you receive the ACCELERE! teacher's guide? No 12% 6.9 50 Yes 88% 7.4 370 Don't know -- -- -- When did you receive the ACCELERE! teacher's guide?* During training 24% 6.8 90 1st quarter 21% 10.0 80 2nd quarter 28% 4.4 100 3rd quarter 18% 9.3 60 Other 1% 0.1 10 Don't know 8% 9.7 30 Were you able to use the teacher's guide? No -- -- -- Yes 100% 7.4 370 Don't know -- -- -- How many times a week did you use it to teach reading during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week -- -- -- 3 to 4 times per week 14% 6.2 60 Every day 86% 7.6 310 Don't know -- -- -- Activity 1 Endline Impact Evaluation Report | 100 Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Have your students received ACCELERE! project reading books?* No 38% 6.4 170 Yes 62% 7.9 250 Don't know -- -- -- When did your students receive these booklets? During training -- -- -- 1st quarter 5% 9.6 30 2nd quarter 42% 7.7 110 3rd quarter 49% 8.2 90 Other 2% 4.8 10 Don't know 2% 6.3 10 Have you received enough booklets for all students? * No 30% 9.2 90 Yes 70% 7.4 160 Don't know -- -- -- How many times a week did your students use these booklets during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week -- -- -- 3 to 4 times per week 12% 6.1 30 Every day 86% 8.2 210 Don't know 2% 6.3 10 Do your students go home with reading books? No 79% 7.3 330 Yes 21% 7.5 90 Don't know -- -- -- During the 2018-2019 school year, did the principal or his/her assistant observe your lessons? No 1% 9.6 10 Yes 99% 7.3 410 Don't know -- -- -- How many times? Never -- -- -- Once a year -- -- -- Once every 6 months 12% 5.6 30 Once every 2-3 months 11% 6.2 50 Once a month 14% 6.8 60 Once every two weeks 10% 7.3 40 Once a week 40% 7.6 180 Daily 13% 9.9 40 Don't know 1% 3.5 10 Did an inspector from the Ministry of Education come to inspect you?* No 14% 3.4 60 Yes 86% 8.0 360 Don't know -- -- -- How many times?* Never -- -- -- Once a year 48% 7.5 160 Once every 6 months 21% 5.7 90 Once every 2-3 months 25% 9.8 80 Once a month 5% 16.0 20 101 | Activity 1 Endline Impact Evaluation Report Question Response Intervention Percent of Students Mean ORF Score Obs. (Students) Once every two weeks 2% 1.0 10 Once a week -- -- -- Daily -- -- -- Don't know -- -- -- Did ACCELERE! project reading staff observe your lessons? No 30% 5.9 140 Yes 70% 8.0 280 Don't know -- -- -- How many times? Never -- -- -- Once per year 30% 9.9 60 Every 6 months 34% 6.2 90 Every 2 to 3 months 19% 8.8 70 Every month 7% 7.0 30 Every 2 weeks 4% 6.3 10 Once a week 3% 12.9 10 Every day -- -- -- Don't know 3% 3.4 10 After an observation from the reading staff, does he or she give you his/her opinion on how to improve your teaching? No 16% 7.6 20 Yes 84% 8.1 260 Don't know -- -- -- Is his/her advice useful? Not useful at all -- -- -- Somewhat useful -- -- -- Very useful 100% 8.1 260 Don't know -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 19% 7.5 90 Yes 81% 7.3 330 Don't know -- -- -- Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts? 1st Grade 4% 4.1 30 2nd Grade 90% 7.4 360 3rd Grade 4% 8.8 20 4th Grade or Higher 3% 6.4 10 Don't know -- -- -- Starting from what grade do you think students should be able to write with confidence? 1st Grade 10% 7.3 40 2nd Grade 51% 8.4 210 3rd Grade 34% 6.1 140 4th Grade or Higher 5% 5.6 30 Don't know -- -- -- Do you feel safe at school? No -- -- -- Yes 100% 7.3 420 Don't know -- -- -- *p-value ≤ 0.05 ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 102 Table 102: Kiswahili Endline Results for Intervention, Teacher Questionnaire Grade 4 Correlated with Mean ORF Scores Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Gender of teacher Male 55% 24.3 181 Female 45% 17.7 127 Trained to teach reading No 7% 14.1 30 Yes 93% 21.7 268 Don't know -- -- -- Attended in-service training on reading No 22% 31.3 60 Yes 78% 18.6 248 Don't know -- -- -- Who organized the last in-service training/education course on how to teach reading that you received? ‡ Yes - ACCELERE! 69% 18.7 204 Yes - MEPSP 11% 17.8 50 Another organization 1% 8.4 13 Don't know -- -- -- Were you able to use what you learned in the in-service training on how to teach reading? No 2% 17.2 10 Yes 98% 18.6 238 Don't know -- -- -- In which language do you mainly teach reading to students? French 97% 21.5 298 Lingala -- -- -- Kiswahili 3% 15.2 10 Tshiluba -- -- -- Other -- -- -- Don't know -- -- Did you receive the ACCELERE! teacher's guide? No 56% 22.1 141 Yes 44% 20.4 167 Don't know -- -- -- When did you receive the ACCELERE! teacher's guide? During training 7% 33.8 20 1st quarter 62% 18.4 87 2nd quarter 13% 22.9 30 3rd quarter 7% 31.1 10 Other 7% 13.2 10 Don't know 4% 10.5 10 Were you able to use the teacher's guide? No 18% 20.7 8 Yes 82% 20.3 159 Don't know -- -- -- How many times a week did you use it to teach reading during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week -- -- -- 3 to 4 times per week 8% 18.8 10 Every day 83% 21.2 139 Don't know 9% 13.2 10 103 | Activity 1 Endline Impact Evaluation Report Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Have your students received ACCELERE! project reading books? No 89% 22.0 254 Yes 11% 15.8 50 Don't know 0% 17.3 4 When did your students receive these booklets? During training -- -- -- 1st quarter 35% 10.8 10 2nd quarter -- -- -- 3rd quarter 45% 18.3 30 Other -- -- -- Don't know 21% 18.8 10 Have you received enough booklets for all students? No 21% 18.8 10 Yes 79% 15.1 40 Don't know -- -- -- How many times a week did your students use these booklets during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week -- -- -- 3 to 4 times per week 21% 18.8 10 Every day 79% 15.1 40 Don't know -- -- -- Do your students go home with reading books? No 94% 21.3 294 Yes 5% 23.1 10 Don't know 0% 17.3 4 During the 2018-2019 school year, did the principal or his/her assistant observe your lessons? No 2% 23.3 10 Yes 98% 21.3 294 Don't know 0% 17.3 4 How many times? * Never -- -- -- Once a year -- -- -- Once every 6 months 5% 13.1 29 Once every 2-3 months 35% 27.1 90 Once a month 15% 25.4 40 Once every two weeks 1% 13.3 20 Once a week 37% 15.5 95 Daily 4% 15.8 10 Don't know 2% 30.0 10 Did an inspector from the Ministry of Education come to inspect you? No 42% 24.5 85 Yes 58% 19.2 219 Don't know 0% 17.3 4 How many times? Never -- -- -- Once a year 58% 19.2 119 Once every 6 months 17% 23.7 40 Once every 2-3 months 16% 17.4 40 Once a month 10% 14.3 20 Activity 1 Endline Impact Evaluation Report | 104 Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Once every two weeks -- -- -- Once a week -- -- -- Daily -- -- -- Don't know -- -- -- Did ACCELERE! project reading staff observe your lessons? No 69% 20.7 184 Yes 26% 23.4 110 Don't know 5% 20.5 14 How many times? * Never -- -- -- Once per year 45% 29.7 50 Every 6 months 9% 17.9 20 Every 2 to 3 months 6% 10.5 10 Every month 29% 19.7 20 Every 2 weeks -- -- -- Once a week -- -- -- Every day -- -- -- Don't know 11% 18.8 10 After an observation from the reading staff, does he or she give you his/her opinion on how to improve your teaching? No -- -- -- Yes 100% 23.4 110 Don't know -- -- -- Is his/her advice useful? Not useful at all -- -- -- Somewhat useful -- -- -- Very useful 100% 23.4 110 Don't know -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 18% 21.9 80 Yes 82% 21.2 228 Don't know -- -- -- Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts? 1st Grade 15% 34.9 49 2nd Grade 27% 19.7 70 3rd Grade 36% 22.1 164 4th Grade or Higher 21% 12.7 25 Don't know -- -- -- Starting from what grade do you think students should be able to write with confidence? 1st Grade 26% 28.5 70 2nd Grade 11% 13.9 30 3rd Grade 26% 15.9 80 4th Grade or Higher 38% 22.2 128 Don't know -- -- -- Do you feel safe at school? No 16% 22.1 74 Yes 84% 21.2 234 Don't know -- -- -- *p-value ≤ 0.05 ‡ Mark all that apply 105 | Activity 1 Endline Impact Evaluation Report Table 103: Lingala Endline Results for Intervention, Teacher Questionnaire Grade 4 Correlated with Mean ORF Scores Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Gender of teacher Male 70% 11.6 266 Female 30% 5.2 137 Trained to teach reading No 15% 10.3 45 Yes 85% 9.6 358 Don't know -- -- -- Attended in-service training on reading No 42% 10.8 160 Yes 58% 8.9 243 Don't know -- -- -- Who organized the last in-service training/education course on how to teach reading that you received? ‡ Yes - ACCELERE! 46% 6.0 198 Yes - MEPSP 2% 0.4 15 Another organization 10% 23.8 30 Don't know -- -- -- Were you able to use what you learned in the in-service training on how to teach reading? No -- -- -- Yes 100% 8.9 243 Don't know -- -- -- In which language do you mainly teach reading to students? * French 89% 10.9 386 Lingala 11% 0.0 17 Kiswahili -- -- -- Tshiluba -- -- -- Other -- -- -- Don't know -- -- Did you receive the ACCELERE! teacher's guide?* No 50% 5.2 211 Yes 50% 14.2 192 Don't know -- -- -- When did you receive the ACCELERE! teacher's guide? During training 3% 0.0 10 1st quarter 43% 12.2 138 2nd quarter 52% 17.2 40 3rd quarter -- -- -- Other -- -- -- Don't know 3% 2.3 4 Were you able to use the teacher's guide? No -- -- -- Yes 100% 14.2 192 Don't know -- -- -- How many times a week did you use it to teach reading during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week 18% 1.3 14 3 to 4 times per week 37% 17.0 79 Every day 45% 17.1 99 Don't know -- -- -- Activity 1 Endline Impact Evaluation Report | 106 Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Have your students received ACCELERE! project reading books? * No 87% 9.1 340 Yes 13% 13.8 63 Don't know -- -- -- When did your students receive these booklets? During training -- -- -- 1st quarter 51% 20.9 39 2nd quarter 25% 6.2 10 3rd quarter 13% 10.2 10 Other -- -- -- Don't know 11% 2.3 4 Have you received enough booklets for all students? * No 64% 13.9 40 Yes 13% 26.7 9 Don't know 24% 6.5 14 How many times a week did your students use these booklets during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week 11% 2.3 4 3 to 4 times per week 65% 14.0 40 Every day 24% 18.5 19 Don't know -- -- -- Do your students go home with reading books? No 99% 9.6 393 Yes 1% 16.0 10 Don't know -- -- -- During the 2018-2019 school year, did the principal or his/her assistant observe your lessons? No 6% 18.3 18 Yes 90% 9.5 375 Don't know 4% 0.0 10 How many times? * Never -- -- -- Once a year -- -- -- Once every 6 months 1% 26.1 7 Once every 2-3 months 6% 1.6 21 Once a month 27% 2.1 49 Once every two weeks 8% 8.4 47 Once a week 38% 15.1 161 Daily 17% 11.2 80 Don't know 2% 10.2 10 Did an inspector from the Ministry of Education come to inspect you?* No 23% 2.3 121 Yes 67% 12.0 264 Don't know 10% 11.1 18 How many times? * Never 2% 0.0 10 Once a year 61% 9.3 147 Once every 6 months 8% 15.1 49 Once every 2-3 months 9% 17.2 44 Once a month 5% 6.2 10 107 | Activity 1 Endline Impact Evaluation Report Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Once every two weeks 2% 2.3 4 Once a week 13% 22.8 10 Daily -- -- -- Don't know -- -- -- Did ACCELERE! project reading staff observe your lessons? No 47% 11.1 234 Yes 49% 9.2 159 Don't know 4% 0.0 10 How many times? * Never -- -- -- Once per year 65% 12.8 120 Every 6 months 29% 0.2 20 Every 2 to 3 months 3% 26.7 9 Every month 3% 0.0 10 Every 2 weeks -- -- -- Once a week -- -- -- Every day -- -- -- Don't know -- -- -- After an observation from the reading staff, does he or she give you his/her opinion on how to improve your teaching? * No 6% 0.0 20 Yes 94% 9.7 139 Don't know -- -- -- Is his/her advice useful? Not useful at all -- -- -- Somewhat useful -- -- -- Very useful 100% 9.7 139 Don't know -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? * No 38% 9.0 138 Yes 62% 10.1 265 Don't know -- -- -- Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts?* 1st Grade -- -- -- 2nd Grade 3% 5.8 30 3rd Grade 50% 13.8 180 4th Grade or Higher 47% 5.5 193 Don't know -- -- -- Starting from what grade do you think students should be able to write with confidence? 1st Grade -- -- -- 2nd Grade 12% 18.6 30 3rd Grade 31% 12.1 110 4th Grade or Higher 57% 6.5 263 Don't know -- -- -- Do you feel safe at school? No 14% 8.8 18 Yes 86% 9.8 385 Don't know -- -- -- *p-value ≤ 0.05 ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 108 Table 104: Tshiluba Endline Results for Intervention, Teacher Questionnaire Grade 4 Correlated with Mean ORF Scores Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Gender of teacher * Male 85% 20.8 360 Female 15% 31.4 60 Trained to teach reading * No 4% 8.1 30 Yes 96% 23.0 390 Don't know -- -- -- Attended in-service training on reading No 19% 26.6 90 Yes 81% 21.4 330 Don't know -- -- -- Who organized the last in-service training/education course on how to teach reading that you received? ‡ Yes - ACCELERE! 66% 20.6 270 Yes - MEPSP 10% 24.7 40 Another organization 7% 27.5 30 Don't know -- -- -- Were you able to use what you learned in the in-service training on how to teach reading? No -- -- -- Yes 100% 21.4 330 Don't know -- -- -- In which language do you mainly teach reading to students? French 100% 22.4 420 Lingala -- -- -- Kiswahili -- -- -- Tshiluba -- -- -- Other -- -- -- Don't know -- -- Did you receive the ACCELERE! teacher's guide? No 39% 23.7 150 Yes 61% 21.6 270 Don't know -- -- -- When did you receive the ACCELERE! teacher's guide? During training 14% 17.5 20 1st quarter 32% 21.0 90 2nd quarter 44% 23.9 100 3rd quarter 5% 11.7 30 Other -- -- -- Don't know 6% 25.2 30 Were you able to use the teacher's guide? No 5% 26.1 20 Yes 95% 21.3 250 Don't know -- -- -- How many times a week did you use it to teach reading during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week 23% 19.2 30 3 to 4 times per week 10% 24.6 40 Every day 67% 21.5 180 Don't know -- -- -- 109 | Activity 1 Endline Impact Evaluation Report Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Have your students received ACCELERE! project reading books? No 96% 22.6 400 Yes 4% 17.2 20 Don't know -- -- -- When did your students receive these booklets?* During training -- -- -- 1st quarter -- -- -- 2nd quarter 63% 24.6 10 3rd quarter 37% 4.9 10 Other -- -- -- Don't know -- -- -- Have you received enough booklets for all students?* No 63% 24.6 10 Yes 37% 4.9 10 Don't know -- -- -- How many times a week did your students use these booklets during the 2018-2019 school year? Less than once per week -- -- -- 1 to 2 times per week -- -- -- 3 to 4 times per week -- -- -- Every day 100% 17.2 20 Don't know -- -- -- Do your students go home with reading books? No 85% 21.9 380 Yes 15% 25.2 40 Don't know -- -- -- During the 2018-2019 school year, did the principal or his/her assistant observe your lessons? No 3% 20.4 10 Yes 97% 22.5 410 Don't know -- -- -- How many times? * Never -- -- -- Once a year -- -- -- Once every 6 months 11% 30.4 40 Once every 2-3 months 14% 22.6 80 Once a month 12% 14.8 60 Once every two weeks 27% 21.5 90 Once a week 23% 24.1 90 Daily 14% 22.1 50 Don't know -- -- -- Did an inspector from the Ministry of Education come to inspect you? No 17% 22.9 70 Yes 81% 22.7 340 Don't know 2% 7.6 10 How many times? Never -- -- -- Once a year 48% 20.7 150 Once every 6 months 29% 23.4 100 Once every 2-3 months 14% 22.8 70 Once a month 6% 32.7 10 Activity 1 Endline Impact Evaluation Report | 110 Question Response Intervention Percent of Students Mean Student ORF Obs. (Students) Once every two weeks -- -- -- Once a week 3% 25.2 10 Daily -- -- -- Don't know -- -- -- Did ACCELERE! project reading staff observe your lessons? * No 51% 26.8 190 Yes 49% 17.8 230 Don't know -- -- -- How many times? * Never -- -- -- Once per year 35% 13.7 60 Every 6 months 16% 17.7 60 Every 2 to 3 months 33% 21.2 60 Every month 9% 21.4 30 Every 2 weeks 3% 24.0 10 Once a week 3% 10.9 10 Every day -- -- -- Don't know -- -- -- After an observation from the reading staff, does he or she give you his/her opinion on how to improve your teaching?* No 3% 2.7 10 Yes 97% 18.4 220 Don't know -- -- -- Is his/her advice useful? Not useful at all -- -- -- Somewhat useful -- -- -- Very useful 100% 18.4 220 Don't know -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 26% 18.8 110 Yes 74% 23.6 310 Don't know -- -- -- Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts?* 1st Grade 9% 23.2 50 2nd Grade 16% 17.8 80 3rd Grade 66% 24.6 230 4th Grade or Higher 9% 14.6 60 Don't know -- -- -- Starting from what grade do you think students should be able to write with confidence? 1st Grade 9% 23.0 50 2nd Grade 13% 25.4 40 3rd Grade 38% 19.2 160 4th Grade or Higher 40% 24.4 170 Don't know -- -- -- Do you feel safe at school? No 7% 20.0 40 Yes 93% 22.6 380 Don't know -- -- -- *p-value ≤ 0.05 ‡ Mark all that apply 111 | Activity 1 Endline Impact Evaluation Report ANNEX I. TEACHING PRACTICES BASELINE-ENDLINE COMPARISON Table 105: Kiswahili Baseline-Endline Results for Intervention, Teacher Questionnaire Grade 2 Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. Gender of teacher Male 53% 17 47% 15 Female 47% 15 53% 17 What is your native language? French 16% 5 -- -- Lingala -- -- 3% 1 Kiswahili 6% 2 50% 16 Tshiluba -- -- 9% 3 Other 78% 25 38% 12 Don't know -- -- -- -- What is your education level? Secondary Diploma 88% 28 75% 24 Masters -- -- -- -- PhD -- -- -- -- Other 9% 3 22% 7 Graduat -- -- 3% 1 Bachelors -- -- -- -- Don't know -- -- -- -- What is your educational/teaching qualification? None -- -- -- -- Secondary Diploma 34% 11 38% 12 D4A D4N 16% 5 22% 7 D6A D6N 50% 16 31% 10 Gradut 3 -- -- -- -- Other -- -- -- -- Don't know -- -- 9% 3 Are you paid on time? Never 3% 1 -- -- Almost never 6% 2 4% 1 Sometimes 34% 11 16% 4 Most of the time 13% 4 -- -- All the time 44% 14 80% 20 Don't know -- -- -- -- Were you able to use what you learned in in-service training on how to teach reading? No 3% 1 -- -- Yes 56% 18 100% 25 Don't know 41% 13 -- -- Do you offer classes to students from multiple grades / levels at the same time? No 56% 18 88% 28 Yes 44% 14 13% 4 Don't know -- -- -- -- Does the principal review your lesson preparation sheets and your class journal? No -- -- 3% 1 Yes 100% 32 94% 30 Don't know -- -- 3% 1 Activity 1 Endline Impact Evaluation Report | 112 Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. After observation from principal, does he/she give his/her opinion on how to improve your teaching? No -- -- -- -- Yes 97% 31 100% 29 Don't know 3% 1 -- -- Is his/her advice useful? Not at all useful -- -- -- -- A little useful -- -- -- -- Not useful, not useless -- -- -- -- Somewhat useful -- -- 3% 1 Very useful 97% 31 97% 28 Don't know 3% 1 -- -- Did an inspector from the Ministry of Education come to inspect you? No 22% 7 16% 5 Yes 38% 12 75% 24 Don't know 3% 1 9% 3 How do you measure the School progress of your students? ‡ Written checks 41% 13 34% 11 Oral assessments 69% 22 75% 24 Questions 59% 19 28% 9 Evaluations of projects -- -- -- -- Homework 38% 12 19% 6 Discussion 3% 1 -- -- Worksheets -- -- -- -- End of quarter evaluation -- -- 41% 13 End of year evaluation 6% 2 41% 13 Other -- -- 22% 7 Don't know 3% 1 3% 1 How do you use the results of assessments in your teaching? ‡ Record grades 66% 21 25% 8 Assess student 28% 9 13% 4 Plan activities -- -- 13% 4 Adapt teaching 3% 1 56% 18 Other 13% 4 25% 8 Don't know 3% 1 6% 2 In your class, how many parents/people follow or monitor their children’s homework at home? None 9% 3 3% 1 Some 53% 17 38% 12 Most 19% 6 44% 14 All 16% 5 13% 4 Don't know -- -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 31% 10 22% 7 Yes 69% 22 78% 25 Don't know -- -- -- -- 1st grade 16% 5 13% 4 113 | Activity 1 Endline Impact Evaluation Report Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts? 2nd grade 19% 6 75% 24 3rd grade 44% 14 13% 4 4th grade 22% 7 -- -- Don't know -- -- -- -- Starting from what grade do you think students should be able to write with confidence? 1st grade 6% 2 9% 3 2nd grade 25% 8 66% 21 3rd grade 47% 15 19% 6 4th grade 22% 7 6% 2 Don't know -- -- -- -- Do you feel safe at school? No 25% 8 9% 3 Yes 75% 24 91% 29 Don't know -- -- -- -- Do you feel safe when you go to school and when you leave? No 13% 4 28% 9 Yes 88% 28 72% 23 Don't know -- -- -- -- Do you think students are safe at school? No 13% 4 16% 5 Yes 88% 28 84% 27 Don't know -- -- -- -- In the event of an argument or a fight among students in your class, how do you manage the situation? ‡ Communicate w/ principal 9% 3 22% 7 Communicate w/ parents 3% 1 3% 1 Talk to students 47% 15 78% 25 Give more work 9% 3 6% 2 Discipline students 38% 12 9% 3 Apply school rules 9% 3 6% 2 Corporal punishment -- -- -- -- Other -- -- -- -- Don't know -- -- -- -- ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 114 Table 106: Kiswahili Baseline-Endline Results for Intervention, Classroom Observation Grade 2 Variable Baseline Endline Mean Count of Activity Observations Mean Count of Activity Observations Content: Read aloud 3.0 33 3.3 33 Content: Read silent 0.4 33 0.1 33 Content: Writing 1.1 33 2.5 33 Content: Penmanship 0.0 33 0.7 33 Content: Listening comprehension 2.3 33 0.3 33 Content: Student speaking 0.0 33 1.0 33 Content: Grammar 1.7 33 0.1 33 Content: Vocabulary 0.3 33 0.0 33 Content: Other 0.1 33 0.9 33 Less than half follow lesson 8.5 33 8.2 33 More than half follow lesson 0.5 33 0.7 33 Teacher: Speaks 1.7 33 0.9 33 Teacher: Writes 1.4 33 0.8 33 Teacher: Shows 0.0 33 0.4 33 Teacher: Everyone repeats 1.2 33 1.9 33 Teacher: Individual repeats 0.6 33 0.5 33 Teacher: Asks 1.9 33 2.1 33 Teacher: Helps 0.0 33 0.8 33 Teacher: Monitors 0.0 33 1.1 33 Teacher: Other 2.1 33 0.3 33 Language: French 8.8 33 1.1 33 Language: Lingala 0.0 33 0.0 33 Language: Kiswahili 0.1 33 7.8 33 Language: Tshiluba 0.0 33 0.0 33 Language: Other 0.0 33 0.0 33 Language: Don't know 0.0 33 0.0 33 Item: Teacher's manual 3.7 33 2.5 33 Item: Blackboard 6.5 33 5.7 33 Item: Student's reading manual 3.3 33 0.7 33 Item: Student's exercise book 0.2 33 0.1 33 Item: Notebook 0.2 33 0.6 33 Item: Alphabet cards 0.0 33 0.7 33 Item: Other 0.5 33 4.8 33 115 | Activity 1 Endline Impact Evaluation Report Table 107: Lingala Baseline-Endline Results for Intervention, Teacher Questionnaire Grade 2 Characteristic Group Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. Gender of teacher Male 83% 34 63% 26 Female 17% 7 37% 15 What is your native language? French -- -- -- -- Lingala 12% 5 59% 24 Kiswahili -- -- -- -- Tshiluba 2% 1 -- -- Other 85% 35 41% 17 Don't know -- -- -- -- What is your education level? Secondary Diploma 76% 31 76% 31 Masters -- -- -- -- Ph.D -- -- -- -- Other 24% 10 22% 9 Graduat -- -- 2% 1 Bachelors -- -- -- -- Don't know -- -- -- -- What is your educational/teaching qualification? None -- -- 2% 1 Secondary Diploma 7% 3 -- -- D4A D4N 22% 9 17% 7 D6A D6N 63% 26 73% 30 Gradut 3 -- -- 2% 1 Other 5% 2 5% 2 Don't know 2% 1 -- -- Are you paid on time? Never 20% 8 8% 2 Almost never 12% 5 -- -- Sometimes 32% 13 63% 15 Most of the time 12% 5 21% 5 All the time 12% 5 8% 2 Don't know 12% 5 -- -- Were you able to use what you learned in in-service training on how to teach reading? No 2% 1 -- -- Yes 41% 17 100% 36 Don't know 56% 23 -- -- Do you offer classes to students from multiple grades / levels at the same time? No 73% 30 90% 37 Yes 27% 11 10% 4 Don't know -- -- -- -- Does the principal review your lesson preparation sheets and your class journal? No 7% 3 2% 1 Yes 93% 38 98% 40 Don't know -- -- -- -- After observation from principal, does he/she give No 10% 4 3% 1 Yes 90% 37 97% 37 Activity 1 Endline Impact Evaluation Report | 116 Characteristic Group Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. his/her opinion on how to improve your teaching? Don't know -- -- -- -- Is his/her advice useful? Not at all useful -- -- -- -- 2% 1 -- -- -- -- -- -- Somewhat useful 2% 1 -- -- Very useful 85% 35 100% 37 Don't know 10% 4 -- -- Did an inspector from the Ministry of Education come to inspect you? No 22% 9 39% 16 Yes 32% 13 56% 23 Don't know 5% 2 5% 2 How do you measure the school progress of your students? ‡ Written checks 46% 19 44% 18 Oral assessments 68% 28 90% 37 Questions 80% 33 59% 24 Evaluations of projects -- -- -- -- Homework 59% 24 59% 24 Discussion -- -- -- -- Worksheets -- -- -- -- End of quarter evaluation 59% 24 27% 11 End of year evaluation 59% 24 22% 9 Other -- -- 22% 9 Don't know 2% 1 -- -- How do you use the results of assessments in your teaching? ‡ Record grades 83% 34 90% 37 Assess student 15% 6 5% 2 Plan activities 2% 1 -- -- Adapt teaching -- -- 10% 4 Other 2% 1 12% 5 Don't know 12% 5 5% 2 In your class, how many parents/people follow or monitor their children’s homework at home? None 24% 10 15% 6 Some 46% 19 63% 26 Most 29% 12 12% 5 All -- -- 2% 1 Don't know -- -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 22% 9 32% 13 Yes 76% 31 66% 27 Don't know 2% 1 2% 1 Starting from which grade do you think students should be able to fluently read (decode 1st grade 5% 2 -- -- 2nd grade 5% 2 56% 23 3rd grade 78% 32 32% 13 117 | Activity 1 Endline Impact Evaluation Report Characteristic Group Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. and understand) short and simple texts? 4th grade 12% 5 12% 5 Don't know -- -- -- -- Starting from what grade do you think students should be able to write with confidence? 1st grade -- -- 2% 1 2nd grade 7% 3 29% 12 3rd grade 61% 25 41% 17 4th grade 32% 13 27% 11 Don't know -- -- -- -- Do you feel safe at school? No 44% 18 5% 2 Yes 54% 22 95% 39 Don't know 2% 1 -- -- Do you feel safe when you go to school and when you leave? No 27% 11 5% 2 Yes 71% 29 95% 39 Don't know 2% 1 -- -- Do you think students are safe at school? No 22% 9 2% 1 Yes 78% 32 98% 40 Don't know -- -- -- -- In the event of an argument or a fight among students in your class, how do you manage the situation? ‡ Communicate w/ principal 29% 12 2% 1 Communicate w/ parents 7% 3 5% 2 Talk to students 24% 10 80% 33 Give more work 5% 2 -- -- Discipline students -- -- 29% 12 Apply school rules -- -- 2% 1 Corporal punishment -- -- -- -- Other -- -- 15% 6 Don't know -- -- 2% 1 ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 118 Table 108: Lingala Baseline-Endline Results for Intervention, Classroom Observation Grade 2 Variable Baseline Endline Mean Count of Activity Observations Mean Count of Activity Observations Content: Read aloud 3.4 43 4.4 43 Content: Read silent 0.2 43 0.0 43 Content: Writing 1.1 43 0.9 43 Content: Penmanship 0.0 43 0.3 43 Content: Listening comprehension 3.3 43 0.6 43 Content: Student speaking 0.1 43 1.6 43 Content: Grammar 0.0 43 0.1 43 Content: Vocabulary 0.0 43 0.0 43 Content: Other 0.7 43 0.9 43 Less than half follow lesson 8.5 43 8.1 43 More than half follow lesson 0.3 43 0.7 43 Teacher: Speaks 3.0 43 0.8 43 Teacher: Writes 1.0 43 0.7 43 Teacher: Shows 0.0 43 0.0 43 Teacher: Everyone repeats 0.7 43 1.9 43 Teacher: Individual repeats 0.2 43 2.2 43 Teacher: Asks 0.2 43 2.3 43 Teacher: Helps 0.0 43 0.2 43 Teacher: Monitors 0.0 43 0.5 43 Teacher: Other 3.5 43 0.2 43 Language: French 1.7 43 1.4 43 Language: Lingala 7.1 43 7.4 43 Language: Kiswahili 0.0 43 0.0 43 Language: Tshiluba 0.0 43 0.0 43 Language: Other 0.0 43 0.0 43 Language: Don't know 0.0 43 0.0 43 Item: Teacher's manual 1.5 43 4.0 43 Item: Blackboard 6.8 43 5.7 43 Item: Student's reading manual 0.3 43 1.2 43 Item: Student's exercise book 0.0 43 0.3 43 Item: Notebook 0.4 43 0.3 43 Item: Alphabet cards 0.0 43 0.1 43 Item: Other 5.8 43 1.0 43 119 | Activity 1 Endline Impact Evaluation Report Table 109: Tshiluba Baseline-Endline Results for Intervention, Teacher Questionnaire Grade 2 Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. Gender of teacher Male 65% 26 60% 25 Female 35% 14 40% 17 What is your native language? French -- -- -- -- Lingala -- -- 2% 1 Kiswahili 3% 1 -- -- Tshiluba 77% 31 83% 35 Other 20% 8 14% 6 Don't know -- -- -- -- What is your education level? Secondary Diploma 82% 33 93% 39 Masters -- -- -- -- PhD -- -- -- -- Other 17% 7 7% 3 Graduat -- -- -- -- Bachelors -- -- -- -- Don't know -- -- -- -- What is your educational/teaching qualification? None -- -- -- -- Secondary Diploma 13% 5 2% 1 D4A D4N 17% 7 10% 4 D6A D6N 68% 27 88% 37 Gradut 3 -- -- -- -- Other 3% 1 -- -- Don't know -- -- -- -- Are you paid on time? Never 13% 5 3% 1 Almost never 13% 5 -- -- Sometimes 57% 23 34% 10 Most of the time 5% 2 38% 11 All the time 5% 2 24% 7 Don't know 8% 3 -- -- Were you able to use what you learned in in-service training on how to teach reading? No 5% 2 -- -- Yes 38% 15 100% 40 Don't know 57% 23 -- -- Do you offer classes to students from multiple grades / levels at the same time? No 65% 26 93% 39 Yes 35% 14 7% 3 Don't know -- -- -- -- Does the principal review your lesson preparation sheets and your class journal? No -- -- -- -- Yes 100% 40 100% 42 Don't know -- -- -- -- After observation from principal, does he/she give No -- -- -- -- Yes 98% 39 100% 41 Activity 1 Endline Impact Evaluation Report | 120 Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. his/her opinion on how to improve your teaching? Don't know 3% 1 -- -- Is his/her advice useful? Not at all useful -- -- -- -- A little useful -- -- -- -- Not useful, not useless -- -- -- -- Somewhat useful -- -- -- -- Very useful 98% 39 100% 41 Don't know 3% 1 -- -- Did an inspector from the Ministry of Education come to inspect you? No 30% 12 14% 6 Yes 35% 14 86% 36 Don't know 3% 1 -- -- How do you measure the school progress of your students? ‡ Written checks 55% 22 26% 11 Oral assessments 60% 24 45% 19 Questions 82% 33 62% 26 Evaluations of projects -- -- -- -- Homework 85% 34 57% 24 Discussion 5% 2 -- -- Worksheets -- -- 5% 2 End of quarter evaluation 8% 3 14% 6 End of year evaluation -- -- 7% 3 Other 15% 6 19% 8 Don't know 3% 1 -- -- How do you use the results of assessments in your teaching? ‡ Record grades 93% 37 64% 27 Assess student 15% 6 57% 24 Plan activities -- -- 2% 1 Adapt teaching 8% 3 7% 3 Other 5% 2 19% 8 Don't know -- -- -- -- In your class, how many parents/people follow or monitor their children’s homework at home? None 20% 8 10% 4 Some 55% 22 48% 20 Most 17% 7 24% 10 All -- -- 17% 7 Don't know -- -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 40% 16 21% 9 Yes 50% 20 79% 33 Don't know 10% 4 -- -- Starting from which grade do you think students should be 1st grade 3% 1 7% 3 2nd grade 22% 9 86% 36 121 | Activity 1 Endline Impact Evaluation Report Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. able to fluently read (decode and understand) short and simple texts? 3rd grade 57% 23 5% 2 4th grade 15% 6 2% 1 Don't know 3% 1 -- -- Starting from what grade do you think students should be able to write with confidence? 1st grade -- -- 10% 4 2nd grade 8% 3 50% 21 3rd grade 75% 30 33% 14 4th grade 15% 6 7% 3 Don't know 3% 1 -- -- Do you feel safe at school? No 32% 13 -- -- Yes 68% 27 100% 42 Don't know -- -- -- -- Do you feel safe when you go to school and when you leave? No 10% 4 5% 2 Yes 90% 36 95% 40 Don't know -- -- -- -- Do you think students are safe at school? No 25% 10 2% 1 Yes 73% 29 98% 41 Don't know 3% 1 -- -- In the event of an argument or a fight among students in your class, how do you manage the situation? ‡ Communicate w/ principal 13% 5 5% 2 Communicate w/ parents 17% 7 5% 2 Talk to students 85% 34 93% 39 Give more work 17% 7 -- -- Discipline students 47% 19 5% 2 Apply school rules 15% 6 2% 1 Corporal punishment -- -- -- -- Other -- -- 10% 4 Don't know -- -- -- -- ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 122 Table 110: Tshiluba Baseline-Endline Results for Intervention, Classroom Observation Grade 2 Variable Baseline Endline Mean Count of Activity Observations Mean Count of Activity Observations Content: Read aloud 3.1 42 2.9 42 Content: Read silent 0.0 42 0.1 42 Content: Writing 1.7 42 1.0 42 Content: Penmanship 0.0 42 0.1 42 Content: Listening comprehension 3.1 42 1.1 42 Content: Student speaking 0.0 42 2.3 42 Content: Grammar 0.1 42 1.3 42 Content: Vocabulary 0.0 42 0.1 42 Content: Other 0.4 42 0.5 42 Less than half follow lesson 8.2 42 9.2 42 More than half follow lesson 0.2 42 0.2 42 Teacher: Speaks 2.0 42 1.1 42 Teacher: Writes 1.4 42 1.1 42 Teacher: Shows 0.0 42 0.0 42 Teacher: Everyone repeats 1.2 42 1.8 42 Teacher: Individual repeats 1.6 42 1.2 42 Teacher: Asks 1.0 42 3.1 42 Teacher: Helps 0.0 42 0.3 42 Teacher: Monitors 0.1 42 0.7 42 Teacher: Other 1.0 42 0.1 42 Language: French 0.5 42 0.0 42 Language: Lingala 0.0 42 0.0 42 Language: Kiswahili 0.0 42 0.0 42 Language: Tshiluba 8.0 42 9.4 42 Language: Other 0.0 42 0.0 42 Language: Don't know 0.0 42 0.0 42 Item: Teacher's manual 2.1 42 5.6 42 Item: Blackboard 5.6 42 5.3 42 Item: Student's reading manual 0.5 42 2.2 42 Item: Student's exercise book 1.0 42 0.3 42 Item: Notebook 0.3 42 0.3 42 Item: Alphabet cards 0.0 42 0.5 42 Item: Other 5.6 42 2.0 42 123 | Activity 1 Endline Impact Evaluation Report Table 111: Kiswahili Baseline-Endline Results for Intervention, Teacher Questionnaire Grade 4 Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs Percent of Teachers Obs Gender of teacher Male 75% 24 59% 19 Female 25% 8 41% 13 What is your native language? French -- -- 3% 1 Lingala -- -- -- -- Kiswahili 34% 11 50% 16 Tshiluba 6% 2 3% 1 Other 59% 19 41% 13 Don't know -- -- 3% 1 What is your education level? Secondary Diploma 88% 28 81% 26 Masters -- -- -- -- PhD -- -- -- -- Other 6% 2 13% 4 Graduat -- -- 6% 2 Bachelors -- -- -- -- Don't know -- -- -- -- What is your educational/teaching qualification? None -- -- -- -- Secondary Diploma 25% 8 41% 13 D4A D4N 16% 5 13% 4 D6A D6N 53% 17 44% 14 Gradut 3 6% 2 -- -- Other -- -- -- -- Don't know -- -- 3% 1 Are you paid on time? Never 6% 2 -- -- Almost never -- -- -- -- Sometimes 47% 15 13% 3 Most of the time 6% 2 4% 1 All the time 41% 13 83% 20 Don't know -- -- -- -- Were you able to use what you learned in in-service training on how to teach reading? No -- -- 4% 1 Yes 44% 14 96% 25 Don't know 56% 18 -- -- Do you offer classes to students from multiple grades / levels at the same time? No 66% 21 84% 27 Yes 34% 11 16% 5 Don't know -- -- -- -- Does the principal review your lesson preparation sheets and your class journal? No -- -- 3% 1 Yes 100% 32 97% 31 Don't know -- -- -- -- After observation from principal, does he/she give No -- -- -- -- Yes 100% 32 100% 30 Activity 1 Endline Impact Evaluation Report | 124 Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs Percent of Teachers Obs his/her opinion on how to improve your teaching? Don't know -- -- -- -- Is his/her advice useful? Not at all useful -- -- -- -- A little useful 3% 1 -- -- Not useful, not useless 3% 1 -- -- Somewhat useful 3% 1 -- -- Very useful 91% 29 100% 30 Don't know -- -- -- -- Did an inspector from the Ministry of Education come to inspect you? No 16% 5 28% 9 Yes 50% 16 69% 22 Don't know -- -- 3% 1 How do you measure the school progress of your students? ‡ Written checks 50% 16 34% 11 Oral assessments 72% 23 69% 22 Questions 53% 17 56% 18 Evaluations of projects -- -- -- -- Homework 34% 11 25% 8 Discussion 6% 2 -- -- Worksheets -- -- -- -- End of quarter evaluation 9% 3 34% 11 End of year evaluation 13% 4 38% 12 Other 3% 1 38% 12 Don't know -- -- 6% 2 How do you use the results of assessments in your teaching? ‡ Record grades 72% 23 19% 6 Assess student 34% 11 22% 7 Plan activities -- -- 31% 10 Adapt teaching -- -- 50% 16 Other 6% 2 41% 13 Don't know -- -- 6% 2 In your class, how many parents/people follow or monitor their children’s homework at home? None 19% 6 6% 2 Some 47% 15 47% 15 Most 22% 7 34% 11 All 13% 4 9% 3 Don't know -- -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 38% 12 25% 8 Yes 63% 20 75% 24 Don't know -- -- -- -- Starting from which grade do you think students should be 1st grade 13% 4 16% 5 2nd grade 16% 5 22% 7 125 | Activity 1 Endline Impact Evaluation Report Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs Percent of Teachers Obs able to fluently read (decode and understand) short and simple texts? 3rd grade 44% 14 53% 17 4th grade 22% 7 9% 3 Don't know 6% 2 -- -- Starting from what grade do you think students should be able to write with confidence? 1st grade 16% 5 22% 7 2nd grade 9% 3 9% 3 3rd grade 34% 11 28% 9 4th grade 34% 11 41% 13 Don't know 6% 2 -- -- Do you feel safe at school? No 56% 18 25% 8 Yes 41% 13 75% 24 Don't know 3% 1 -- -- Do you feel safe when you go to school and when you leave? No 22% 7 25% 8 Yes 75% 24 75% 24 Don't know 3% 1 -- -- Do you think students are safe at school? No 22% 7 25% 8 Yes 75% 24 75% 24 Don't know 3% 1 -- -- In the event of an argument or a fight among students in your class, how do you manage the situation? ‡ Communicate w/ principal 38% 12 9% 3 Communicate w/ parents 13% 4 9% 3 Talk to students 47% 15 84% 27 Give more work 6% 2 -- -- Discipline students 9% 3 31% 10 Apply school rules 16% 5 31% 10 Corporal punishment -- -- -- -- Other -- -- 19% 6 Don't know -- -- -- -- ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 126 Table 112: Kiswahili Baseline-Endline Results for Intervention, Classroom Observation Grade 4 Variable Baseline Endline Mean Count of Activity Observations Mean Count of Activity Observations Content: Read aloud 3.2 33 4.3 33 Content: Read silent 0.6 33 0.5 33 Content: Writing 1.6 33 0.7 33 Content: Penmanship 0.0 33 0.3 33 Content: Listening comprehension 2.2 33 0.7 33 Content: Student speaking 0.1 33 1.1 33 Content: Grammar 1.2 33 0.7 33 Content: Vocabulary 0.6 33 0.4 33 Content: Other 0.2 33 0.7 33 Less than half follow lesson 9.4 33 8.8 33 More than half follow lesson 0.2 33 0.5 33 Teacher: Speaks 1.4 33 0.9 33 Teacher: Writes 1.6 33 0.8 33 Teacher: Shows 0.0 33 0.5 33 Teacher: Everyone repeats 0.8 33 1.2 33 Teacher: Individual repeats 0.5 33 0.8 33 Teacher: Asks 2.2 33 3.2 33 Teacher: Helps 0.0 33 0.7 33 Teacher: Monitors 0.1 33 0.9 33 Teacher: Other 3.1 33 0.3 33 Language: French 9.6 33 9.1 33 Language: Lingala 0.0 33 0.0 33 Language: Kiswahili 0.0 33 0.3 33 Language: Tshiluba 0.0 33 0.0 33 Language: Other 0.0 33 0.0 33 Language: Don't know 0.0 33 0.0 33 Item: Teacher's manual 3.7 33 4.1 33 Item: Blackboard 6.6 33 4.9 33 Item: Student's reading manual 3.7 33 1.8 33 Item: Student's exercise book 0.6 33 0.2 33 Item: Notebook 0.5 33 0.6 33 Item: Alphabet cards 0.0 33 0.1 33 Item: Other 0.4 33 3.8 33 127 | Activity 1 Endline Impact Evaluation Report Table 113: Lingala Baseline-Endline Results for Intervention, Teacher Questionnaire Grade 4 Characteristic Group Baseline Intervention Endline Intervention Percent of Teachers Obs Percent of Teachers Obs Gender of teacher Male 90% 37 65% 28 Female 10% 4 35% 15 What is your native language? French -- -- -- -- Lingala 20% 8 30% 13 Kiswahili -- -- -- -- Tshiluba -- -- -- -- Other 80% 33 70% 30 Don't know -- -- -- -- What is your education level? Secondary Diploma 83% 34 84% 36 Masters -- -- -- -- Ph.D -- -- -- -- Other 12% 5 14% 6 Graduat -- -- 2% 1 Bachelors -- -- -- -- Don't know -- -- -- -- What is your educational/teaching qualification? None -- -- -- -- Secondary Diploma 7% 3 -- -- D4A D4N 7% 3 9% 4 D6A D6N 78% 32 84% 36 Gradut 3 2% 1 2% 1 Other 5% 2 5% 2 Don't know -- -- -- -- Are you paid on time? Never 20% 8 14% 3 Almost never 20% 8 -- -- Sometimes 32% 13 77% 17 Most of the time -- -- 9% 2 All the time 15% 6 -- -- Don't know 15% 6 -- -- Were you able to use what you learned in in-service training on how to teach reading? No 5% 2 -- -- Yes 51% 21 100% 25 Don't know 44% 18 -- -- Do you offer classes to students from multiple grades / levels at the same time? No 71% 29 81% 35 Yes 27% 11 16% 7 Don't know 2% 1 2% 1 Does the principal review your lesson preparation sheets and your class journal? No 12% 5 5% 2 Yes 88% 36 95% 41 Don't know -- -- -- -- After observation from principal, does he/she give No 15% 6 -- -- Yes 80% 33 100% 40 Activity 1 Endline Impact Evaluation Report | 128 Characteristic Group Baseline Intervention Endline Intervention Percent of Teachers Obs Percent of Teachers Obs his/her opinion on how to improve your teaching? Don't know 5% 2 -- -- Is his/her advice useful? Not at all useful -- -- -- -- 7% 3 -- -- -- -- -- -- Somewhat useful 2% 1 -- -- Very useful 71% 29 100% 40 Don't know 20% 8 -- -- Did an inspector from the Ministry of Education come to inspect you? No 32% 13 30% 13 Yes 27% 11 65% 28 Don't know -- -- 5% 2 How do you measure the school progress of your students? ‡ Written checks 44% 18 42% 18 Oral assessments 61% 25 77% 33 Questions 85% 35 72% 31 Evaluations of projects -- -- -- -- Homework 59% 24 67% 29 Discussion -- -- 2% 1 Worksheets 2% 1 -- -- End of quarter evaluation 63% 26 28% 12 End of year evaluation 63% 26 21% 9 Other 5% 2 16% 7 Don't know 5% 2 -- -- How do you use the results of assessments in your teaching? ‡ Record grades 85% 35 95% 41 Assess student 22% 9 -- -- Plan activities 5% 2 -- -- Adapt teaching 2% 1 7% 3 Other 5% 2 26% 11 Don't know 7% 3 2% 1 In your class, how many parents/people follow or monitor their children’s homework at home? None 17% 7 19% 8 Some 44% 18 63% 27 Most 22% 9 12% 5 All 2% 1 2% 1 Don't know -- -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 22% 9 35% 15 Yes 63% 26 65% 28 Don't know 15% 6 -- -- Starting from which grade do you think students should be able to fluently read (decode and understand) short and simple texts? 1st grade -- -- -- -- 2nd grade 5% 2 7% 3 3rd grade 46% 19 44% 19 4th grade 44% 18 49% 21 129 | Activity 1 Endline Impact Evaluation Report Characteristic Group Baseline Intervention Endline Intervention Percent of Teachers Obs Percent of Teachers Obs Don't know 5% 2 -- -- Starting from what grade do you think students should be able to write with confidence? 1st grade -- -- -- -- 2nd grade 2% 1 7% 3 3rd grade 15% 6 28% 12 4th grade 78% 32 65% 28 Don't know 5% 2 -- -- Do you feel safe at school? No 41% 17 5% 2 Yes 59% 24 95% 41 Don't know -- -- -- -- Do you feel safe when you go to school and when you leave? No 10% 4 2% 1 Yes 90% 37 98% 42 Don't know -- -- -- -- Do you think students are safe at school? No 17% 7 5% 2 Yes 83% 34 95% 41 Don't know -- -- -- -- In the event of an argument or a fight among students in your class, how do you manage the situation? ‡ Communicate w/ principal 37% 15 26% 11 Communicate w/ parents 12% 5 14% 6 Talk to students -- -- 72% 31 Give more work -- -- -- -- Discipline students -- -- 40% 17 Apply school rules -- -- 5% 2 Corporal punishment -- -- -- -- Other -- -- 16% 7 Don't know -- -- -- -- ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 130 Table 114: Lingala Baseline-Endline Results for Intervention, Classroom Observation Grade 4 Variable Baseline Endline Mean Count of Activity Observations Mean Count of Activity Observations Content: Read aloud 3.5 43 4.7 43 Content: Read silent 0.1 43 0.2 43 Content: Writing 1.6 43 0.4 43 Content: Penmanship 0.0 43 0.0 43 Content: Listening comprehension 3.1 43 1.0 43 Content: Student speaking 0.0 43 1.5 43 Content: Grammar 0.0 43 0.0 43 Content: Vocabulary 0.0 43 0.3 43 Content: Other 0.8 43 1.1 43 Less than half follow lesson 8.7 43 8.6 43 More than half follow lesson 0.4 43 0.6 43 Teacher: Speaks 2.7 43 1.2 43 Teacher: Writes 1.4 43 0.6 43 Teacher: Shows 0.0 43 0.0 43 Teacher: Everyone repeats 0.7 43 2.0 43 Teacher: Individual repeats 0.1 43 2.0 43 Teacher: Asks 0.3 43 2.5 43 Teacher: Helps 0.0 43 0.1 43 Teacher: Monitors 0.0 43 0.3 43 Teacher: Other 3.9 43 0.4 43 Language: French 8.9 43 8.9 43 Language: Lingala 0.1 43 0.4 43 Language: Kiswahili 0.0 43 0.0 43 Language: Tshiluba 0.0 43 0.0 43 Language: Other 0.0 43 0.0 43 Language: Don't know 0.0 43 0.0 43 Item: Teacher's manual 5.0 43 5.5 43 Item: Blackboard 4.9 43 4.6 43 Item: Student's reading manual 3.4 43 3.4 43 Item: Student's exercise book 0.2 43 0.3 43 Item: Notebook 0.4 43 0.3 43 Item: Alphabet cards 0.0 43 0.0 43 Item: Other 4.7 43 0.4 43 131 | Activity 1 Endline Impact Evaluation Report Table 115: Tshiluba Baseline-Endline Results for Intervention, Teacher Questionnaire Grade 4 Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. Gender of teacher Male 83% 35 60% 25 Female 17% 7 40% 17 What is your native language? French 2% 1 -- -- Lingala -- -- 2% 1 Kiswahili -- -- -- -- Tshiluba 76% 32 83% 35 Other 21% 9 14% 6 Don't know -- -- -- -- What is your education level? Secondary Diploma 83% 35 93% 39 Masters -- -- -- -- PhD -- -- -- -- Other 12% 5 7% 3 Graduat -- -- -- -- Bachelors -- -- -- -- Don't know 2% 1 -- -- What is your educational/teaching qualification? None -- -- -- -- Secondary Diploma 7% 3 2% 1 D4A D4N 21% 9 10% 4 D6A D6N 71% 30 88% 37 Gradut 3 -- -- -- -- Other -- -- -- -- Don't know -- -- -- -- Are you paid on time? Never 17% 7 3% 1 Almost never 5% 2 -- -- Sometimes 50% 21 34% 10 Most of the time 10% 4 38% 11 All the time 14% 6 24% 7 Don't know 5% 2 -- -- Were you able to use what you learned in in-service training on how to teach reading? No -- -- -- -- Yes 40% 17 100% 40 Don't know 60% 25 -- -- Do you offer classes to students from multiple grades / levels at the same time? No 79% 33 93% 39 Yes 19% 8 7% 3 Don't know 2% 1 -- -- Does the principal review your lesson preparation sheets and your class journal? No -- -- -- -- Yes 100% 42 100% 42 Don't know -- -- -- -- After observation from principal, does he/she give No 2% 1 -- -- Yes 98% 41 100% 41 Activity 1 Endline Impact Evaluation Report | 132 Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. his/her opinion on how to improve your teaching? Don't know -- -- -- -- Is his/her advice useful? Not at all useful -- -- -- -- A little useful -- -- -- -- Not useful, not useless -- -- -- -- Somewhat useful -- -- -- -- Very useful 98% 41 100% 41 Don't know 2% 1 -- -- Did an inspector from the Ministry of Education come to inspect you? No 24% 10 14% 6 Yes 31% 13 86% 36 Don't know -- -- -- -- How do you measure the academic progress of your students? ‡ Written checks 48% 20 26% 11 Oral assessments 55% 23 45% 19 Questions 90% 38 62% 26 Evaluations of projects -- -- -- -- Homework 90% 38 57% 24 Discussion 2% 1 -- -- Worksheets -- -- 5% 2 End of quarter evaluation 24% 10 14% 6 End of year evaluation 2% 1 7% 3 Other 12% 5 19% 8 Don't know 2% 1 -- -- How do you use the results of assessments in your teaching? ‡ Record grades 93% 39 64% 27 Assess student 21% 9 57% 24 Plan activities -- -- 2% 1 Adapt teaching 7% 3 7% 3 Other 7% 3 19% 8 Don't know 2% 1 -- -- In your class, how many parents/people follow or monitor their children’s homework at home? None 33% 14 10% 4 Some 50% 21 48% 20 Most 7% 3 24% 10 All -- -- 17% 7 Don't know -- -- -- -- Overall, are you satisfied with the parents' participation in their children's schoolwork? No 62% 26 21% 9 Yes 33% 14 79% 33 Don't know 5% 2 -- -- Starting from which grade do you think students should be 1st grade -- -- 7% 3 2nd grade 12% 5 86% 36 133 | Activity 1 Endline Impact Evaluation Report Question Response Baseline Intervention Endline Intervention Percent of Teachers Obs. Percent of Teachers Obs. able to fluently read (decode and understand) short and simple texts? 3rd grade 62% 26 5% 2 4th grade 26% 11 2% 1 Don't know -- -- -- -- Starting from what grade do you think students should be able to write with confidence? 1st grade 2% 1 10% 4 2nd grade 2% 1 50% 21 3rd grade 64% 27 33% 14 4th grade 31% 13 7% 3 Don't know -- -- -- -- Do you feel safe at school? No 40% 17 -- -- Yes 57% 24 100% 42 Don't know 2% 1 -- -- Do you feel safe when you go to school and when you leave? No 10% 4 5% 2 Yes 88% 37 95% 40 Don't know 2% 1 -- -- Do you think students are safe at school? No 33% 14 2% 1 Yes 67% 28 98% 41 Don't know -- -- -- -- In the event of an argument or a fight among students in your class, how do you manage the situation? ‡ Communicate w/ principal 21% 9 5% 2 Communicate w/ parents 31% 13 5% 2 Talk to students 90% 38 93% 39 Give more work 10% 4 -- -- Discipline students 45% 19 5% 2 Apply school rules 12% 5 2% 1 Corporal punishment -- -- -- -- Other -- -- 10% 4 Don't know -- -- -- -- ‡ Mark all that apply Activity 1 Endline Impact Evaluation Report | 134 Table 116: Tshiluba Baseline-Endline Results for Intervention, Classroom Observation Grade 4 Variable Baseline Endline Mean Count of Activity Observations Mean Count of Activity Observations Content: Read aloud 3.0 42 3.6 42 Content: Read silent 0.2 42 0.2 42 Content: Writing 1.0 42 0.5 42 Content: Penmanship 0.0 42 0.0 42 Content: Listening comprehension 3.8 42 0.8 42 Content: Student speaking 0.2 42 1.4 42 Content: Grammar 0.6 42 1.2 42 Content: Vocabulary 0.0 42 0.9 42 Content: Other 0.0 42 0.4 42 Less than half follow lesson 8.5 42 8.9 42 More than half follow lesson 0.3 42 0.0 42 Teacher: Speaks 2.3 42 1.7 42 Teacher: Writes 1.0 42 0.7 42 Teacher: Shows 0.1 42 0.1 42 Teacher: Everyone repeats 1.3 42 1.9 42 Teacher: Individual repeats 1.9 42 1.0 42 Teacher: Asks 1.7 42 2.3 42 Teacher: Helps 0.0 42 0.4 42 Teacher: Monitors 0.1 42 0.3 42 Teacher: Other 0.5 42 0.5 42 Language: French 8.8 42 8.9 42 Language: Lingala 0.0 42 0.0 42 Language: Kiswahili 0.0 42 0.0 42 Language: Tshiluba 0.0 42 0.0 42 Language: Other 0.0 42 0.0 42 Language: Don't know 0.0 42 0.0 42 Item: Teacher's manual 4.8 42 5.7 42 Item: Blackboard 3.5 42 4.1 42 Item: Student's reading manual 4.4 42 3.9 42 Item: Student's exercise book 0.4 42 0.0 42 Item: Notebook 0.1 42 0.3 42 Item: Alphabet cards 0.0 42 0.3 42 Item: Other 3.6 42 1.0 42 135 | Activity 1 Endline Impact Evaluation Report ANNEX J. SUBTASK PEARSON CORRELATION COEFFICIENTS The subtask correlations reveal how the subtasks and their underlying reading skills relate to each other. For example, there is a very strong relationship between the familiar word reading and oral reading subtasks, meaning that an ability to correctly identify common words is predictive of reading fluency ability in a passage of connected text. Correlations between subtasks were calculated for each language and grade level using the Pearson correlation coefficient (r). The closer r approaches 1, the stronger the correlation—i.e., positive linear relationship—between the subtasks. One guideline for interpreting the strength of the relationship suggests 0.00 < r < 0.19 is a very weak positive relationship, 0.20 < r < 0.39 is a weak positive relationship, 0.40 < r < 0.59 is a moderate positive relationship, 0.60 < r < 0.79 is a strong positive relationship, 0.80 < r < 1.0 is a very strong positive relationship. 29 Table 117: Kiswahili Grade 2 Pearson Correlation Coefficients by EGRA Subtask Subtask 1. Kiswahili Vocabulary AB 2. Kiswahili Vocabulary C 3. Letter Sound Knowledge 4. Familiar Word Reading 5. Nonword Reading 6. Oral Reading Fluency 7. Reading Comprehension 8. French Vocabulary AB 9. French Vocabulary C 1. Kiswahili Vocabulary AB 1 2. Kiswahili Vocabulary C 0.355 1 3. Letter Sound Knowledge 0.239 0.092 1 4. Familiar Word Reading 0.161 0.084 0.742 1 5. Nonword Reading 0.147 0.143 0.614 0.782 1 6. Oral Reading Fluency 0.150 0.085 0.696 0.896 0.838 1 7. Reading Comprehension 0.130 0.125 0.339 0.591 0.626 0.669 1 8. French Vocabulary AB 0.373 0.033 0.383 0.335 0.277 0.300 0.210 1 9. French Vocabulary C 0.163 0.019 0.236 0.239 0.233 0.213 0.170 0.546 1 29 J. Evans, Straightforward Statistics for Behavioral Sciences (Pacific Grove, CA: Brooks/Cole Publishing Company, 1996). Activity 1 Endline Impact Evaluation Report | 136 Table 118: Lingala Grade 2 Pearson Correlation Coefficients by EGRA Subtask Subtask 1. Lingala Vocabulary AB 2. Lingala Vocabulary C 3. Letter Sound Knowledge 4. Familiar Word Reading 5. Nonword reading 6. Oral Reading Fluency 7. Reading Comprehension 8. French Vocabulary AB 9. French Vocabulary C 1. Lingala Vocabulary AB 1 2. Lingala Vocabulary C 0.479 1 3. Letter Sound Knowledge 0.192 0.246 1 4. Familiar Word Reading 0.118 0.128 0.559 1 5. Nonword reading 0.116 0.122 0.543 0.871 1 6. Oral Reading Fluency 0.117 0.113 0.547 0.968 0.870 1 7. Reading Comprehension 0.115 0.098 0.449 0.853 0.780 0.874 1 8. French Vocabulary AB 0.435 0.253 0.291 0.236 0.220 0.234 0.245 1 9. French Vocabulary C 0.302 0.368 0.233 0.227 0.212 0.213 0.212 0.339 1 Table 119: Tshiluba Grade 2 Pearson Correlation Coefficients by EGRA Subtask Subtask 1. Tshiluba Vocabulary AB 2. Tshiluba Vocabulary C 3. Letter Sound Knowledge 4. Familiar Word Reading 5. Nonword reading 6. Oral Reading Fluency 7. Reading Comprehension 8. French Vocabulary AB 9. French Vocabulary C 1. Tshiluba Vocabulary AB 1 2. Tshiluba Vocabulary C 0.509 1 3. Letter Sound Knowledge 0.237 0.226 1 4. Familiar Word Reading 0.204 0.194 0.763 1 5. Nonword Reading 0.130 0.102 0.630 0.812 1 6. Oral Reading Fluency 0.179 0.151 0.683 0.912 0.830 1 7. Reading Comprehension 0.192 0.177 0.614 0.827 0.757 0.880 1 8. French Vocabulary AB 0.120 0.112 0.349 0.310 0.293 0.286 0.251 1 9. French Vocabulary C 0.091 0.119 0.356 0.406 0.392 0.386 0.358 0.552 1 137 | Activity 1 Endline Impact Evaluation Report Table 120: Kiswahili Grade 4 Pearson Correlation Coefficients by EGRA Subtask Subtask 1. French Vocabulary AB 2. French Vocabulary C 3. Letter sound knowledge 4. Familiar word reading 5. Nonword reading 6. Oral reading 7. Reading Comprehension 1. French Vocabulary AB 1 2. French Vocabulary C 0.604 1 3. Letter Sound Knowledge 0.523 0.504 1 4. Familiar Word Reading 0.417 0.423 0.814 1 5. Nonword Reading 0.386 0.391 0.792 0.942 1 6. Oral Reading Fluency 0.449 0.449 0.823 0.929 0.908 1 7. Reading Comprehension 0.467 0.438 0.716 0.801 0.782 0.831 1 Table 121: Lingala Grade 4 Pearson Correlation Coefficients by EGRA Subtask Subtask 1. French Vocabulary AB 2. French Vocabulary C 3. Letter sound knowledge 4. Familiar word reading 5. Nonword reading 6. Oral reading 7. Reading Comprehension 1. French Vocabulary AB 1 2. French Vocabulary C 0.488 1 3. Letter Sound Knowledge 0.418 0.424 1 4. Familiar Word Reading 0.352 0.358 0.672 1 5. Nonword Reading 0.353 0.358 0.670 0.934 1 6. Oral Reading Fluency 0.360 0.375 0.689 0.923 0.896 1 7. Reading Comprehension 0.382 0.318 0.462 0.710 0.690 0.694 1 Activity 1 Endline Impact Evaluation Report | 138 Table 122: Tshiluba Grade 4 Pearson Correlation Coefficients by EGRA Subtask Subtask 1. French Vocabulary AB 2. French Vocabulary C 3. Letter sound knowledge 4. Familiar word reading 5. Nonword reading 6. Oral reading 7. Reading Comprehension 1. French Vocabulary AB 1 2. French Vocabulary C 0.607 1 3. Letter Sound Knowledge 0.515 0.534 1 4. Familiar Word Reading 0.484 0.528 0.769 1 5. Nonword Reading 0.470 0.506 0.749 0.940 1 6. Oral Reading Fluency 0.490 0.542 0.777 0.908 0.886 1 7. Reading Comprehension 0.523 0.494 0.614 0.752 0.739 0.764 1 139 | Activity 1 Endline Impact Evaluation Report ANNEX K. STUDENT PERFORMANCE AGAINTS BENCHMARKS The following tables present student performance against benchmarks for reading fluency at the end of Grade 2 in Kiswahili (25 CWPM), Lingala (30 CWPM), Tshiluba (25 CWPM) and in French at the end of Grade 4 (45 CWPM). The reading comprehension benchmark is set at 60% for students in both grades and for all languages. Table 123 summarizes results at baseline (B) and endline (E) for the proportion of students in Grade 2 in intervention (I) and comparison (C) schools and by benchmark. Table 123: Grade 2 Student Performance By Language and Benchmark Benchmark Performance Categories Kiswahili Grade 2 Lingala Grade 2 Tshiluba Grade 2 B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) Reading Only Not Fluent 99.8% 96.7% 99.2% 100.0% 98.1% 97.9% 98.4% 98.8% 97.4% 90.4% 98.2% 98.8% Fluent 0.2% 3.3% 0.8% 0.0% 1.9% 2.1% 1.6% 1.2% 2.6% 9.6% 1.8% 1.2% Comprehension Only Do not meet 100.0% 98.5% 99.5% 100.0% 98.1% 97.8% 98.9% 99.1% 99.5% 87.2% 97.0% 98.5% Meet 0.0% 1.5% 0.5% 0.0% 1.9% 2.2% 1.1% 0.9% 0.5% 12.8% 3.0% 1.5% Reading and Comprehension Do not meet 100.0% 98.5% 99.5% 100.0% 98.1% 98.0% 99.1% 99.3% 99.5% 92.7% 99.0% 98.8% Meet 0.0% 1.5% 0.5% 0.0% 1.9% 2.0% 0.9% 0.7% 0.5% 7.3% 1.0% 1.2% Table 124 summarizes results at baseline (B) and endline (E) for the proportion of students in Grade 4 in intervention (I) and comparison (C) schools and by benchmark. Table 124: Grade 4 Student Performance By Language and Benchmark Benchmark Performance Categories French - Kiswahili Zone Grade 4 French - Lingala Zone Grade 4 French - Tshiluba Zone Grade 4 B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) Reading Only Not Fluent 83.5% 82.7% 91.9% 95.8% 94.9% 91.6% 95.5% 96.6% 86.6% 82.4% 93.3% 95.7% Fluent 16.5% 17.3% 8.1% 4.2% 5.1% 8.4% 4.5% 3.4% 13.4% 17.6% 6.7% 4.3% Comprehension Only Do not meet 83.3% 76.3% 92.0% 92.1% 96.0% 95.6% 95.9% 99.6% 92.5% 83.3% 94.0% 0.0% Meet 16.7% 23.7% 8.0% 7.9% 4.0% 4.4% 4.1% 0.4% 7.5% 16.7% 6.0% 0.0% Reading and Comprehension Do not meet 88.3% 86.9% 95.7% 96.4% 97.6% 96.4% 97.3% 100.0% 96.3% 89.1% 97.1% 98.1% Meet 11.7% 13.1% 4.3% 3.6% 2.4% 3.6% 2.7% 0.0% 3.7% 10.9% 2.9% 1.9% Activity 1 Endline Impact Evaluation Report | 140 Table 125 summarizes results for boys in Grade 2 by language, school type and benchmark. Table 125: Performance of Boys in Grade 2 By ORF and Comprehension Benchmark Benchmark Performance Categories Kiswahili Grade 2 Lingala Grade 2 Tshiluba Grade 2 B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) Reading Only Not Fluent 99.7% 97.5% 98.4% 100.0% 97.2% 97.4% 99.6% 97.5% 94.3% 88.2% 97.1% 97.7% Fluent 0.3% 2.5% 1.6% 0.0% 2.8% 2.6% 0.4% 2.5% 5.7% 11.8% 2.9% 2.3% Comprehension Only Do not meet 100.0% 99.5% 99.0% 100.0% 97.2% 97.3% 99.6% 98.2% 99.0% 84.9% 96.8% 97.2% Meet 0.0% 0.5% 1.0% 0.0% 2.8% 2.7% 0.4% 1.8% 1.0% 15.1% 3.2% 2.8% Reading and Comprehension Do not meet 100.0% 99.5% 99.0% 100.0% 97.2% 97.6% 100.0% 98.6% 99.0% 91.0% 98.6% 97.7% Meet 0.0% 0.5% 1.0% 0.0% 2.8% 2.4% 0.0% 1.4% 1.0% 9.0% 1.4% 2.3% Table 126 summarizes results for girls in Grade 2 by language, school type and benchmark. Table 126: Performance of Girls in Grade 2 By ORF and Comprehension Benchmark Benchmark Performance Categories Kiswahili Grade 2 Lingala Grade 2 Tshiluba Grade 2 B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) Reading Only Not Fluent 100.0% 96.0% 100.0% 100.0% 99.2% 98.4% 97.3% 100.0% 100.0% 92.6% 99.4% 99.9% Fluent 0.0% 4.0% 0.0% 0.0% 0.8% 1.6% 2.7% 0.0% 0.0% 7.4% 0.6% 0.1% Comprehension Only Do not meet 100.0% 97.6% 100.0% 100.0% 99.2% 98.4% 98.2% 100.0% 99.8% 89.4% 97.2% 99.9% Meet 0.0% 2.4% 0.0% 0.0% 0.8% 1.6% 1.8% 0.0% 0.2% 10.6% 2.8% 0.1% Reading and Comprehension Do not meet 100.0% 97.6% 100.0% 100.0% 99.2% 98.4% 98.2% 100.0% 100.0% 94.3% 99.5% 99.9% Meet 0.0% 2.4% 0.0% 0.0% 0.8% 1.6% 1.8% 0.0% 0.0% 5.7% 0.5% 0.1% 141 | Activity 1 Endline Impact Evaluation Report Table 125Table 127 summarizes results for boys in Grade 4 in French by language zone, school type and benchmark. Table 127: Performance of Boys in Grade 4 By ORF and Comprehension Benchmark Benchmark Performance Categories French - Kiswahili Zone Grade 4 French - Lingala Zone Grade 4 French - Tshiluba Zone Grade 4 B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) Reading Only Not Fluent 90.5% 81.8% 88.9% 94.2% 94.1% 89.0% 94.6% 95.0% 80.2% 75.3% 90.8% 96.9% Fluent 9.5% 18.2% 11.1% 5.8% 5.9% 11.0% 5.4% 5.0% 19.8% 24.7% 9.2% 3.1% Comprehension Only Do not meet 87.5% 76.8% 92.3% 90.4% 95.0% 91.9% 94.9% 99.2% 92.2% 76.7% 93.4% 92.1% Meet 12.5% 23.2% 7.7% 9.6% 5.0% 8.1% 5.1% 0.8% 7.8% 23.3% 6.6% 7.9% Reading and Comprehension Do not meet 95.2% 86.4% 94.1% 95.3% 97.3% 93.6% 97.1% 100.0% 95.2% 84.5% 97.0% 98.9% Meet 4.8% 13.6% 5.9% 4.7% 2.7% 6.4% 2.9% 0.0% 4.8% 15.5% 3.0% 1.1% Table 128 summarizes results for girls in Grade 4 in French by language zone, school type and benchmark. Table 128: Performance of Girls in Grade 4 By ORF and Comprehension Benchmark Benchmark Performance Categories French - Kiswahili Zone Grade 4 French - Lingala Zone Grade 4 French - Tshiluba Zone Grade 4 B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) B (I) E (I) B (C) E (C) Reading Only Not Fluent 75.4% 83.5% 96.0% 97.7% 96.0% 94.3% 96.5% 98.5% 92.8% 88.4% 97.0% 94.6% Fluent 24.6% 16.5% 4.0% 2.3% 4.0% 5.7% 3.5% 1.5% 7.2% 11.6% 3.0% 5.4% Comprehension Only Do not meet 78.5% 75.9% 91.5% 94.2% 97.2% 99.2% 97.0% 100.0% 92.7% 88.9% 95.0% 94.6% Meet 21.5% 24.1% 8.5% 5.8% 2.8% 0.8% 3.0% 0.0% 7.3% 11.1% 5.0% 5.4% Reading and Comprehension Do not meet 80.2% 87.4% 97.9% 97.7% 98.0% 99.2% 97.5% 100.0% 97.3% 93.0% 97.2% 97.4% Meet 19.8% 12.6% 2.1% 2.3% 2.0% 0.8% 2.5% 0.0% 2.7% 7.0% 2.8% 2.6% Activity 1 Endline Impact Evaluation Report | 142 ANNEX L. INSTRUMENTS The instruments used for this endline impact evaluation are provided in a separate document. DEMOCRATIC REPUBLIC OF CONGO Monitoring, Evaluation, and Coordination Contract (MECC): ACCELERE! Activity1 Reading Impact Evaluation Report – Annex L: Instruments AID-660-TO-16-00002 September 2020 Submitted September 2020 This publication was produced for review by the United States Agency for International Development. It was prepared by International Business & Technical Consultants, Inc. (IBTCI) under IDIQ AID-OAA-I-15-00022, Task Order AID-660-TO-16- 00002. MONITORING, EVALUATION, AND COORDINATION CONTRACT: ACCELERE! Activity1 Reading Impact Evaluation Report – Annex L: Instruments September 2020 International Business and Technical Consultants, Inc. (IBTCI) In the US: 8618 Westwood Center Drive Suite 400 Vienna, VA 22182 USA +1.703.749.0100 In Kinshasa: 188-190 Basoko Avenue Gombe Municipality Kinshasa, DRC AID-660-60-16-00002 DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government EARLY GRADE READING ASSESSMENT (EGRA) LIVRET DES REPONSES DES ELEVES - INSTRUCTIONS ET PROTOCOLE POUR L’ENQUETEUR ACCELERE ! 1 EVALUATION FINALE KISWAHILI - 3EME ANNÉE 12 septembre 2019 Instructions générales 1. II est important de lire à voix haute lentement et clairement SEULEMENT les parties en caractères gras dans les boites grises. 2. Notez toujours la réponse de l’élève avant de passer à l’instruction / à l’exercice suivant. II est important de créer un environnement ludique et détendu avec les enfants qui seront évalués à l'aide d'une simple conversation initiale sur des sujets d'intérêt pour l'élève (voir l'exemple ci-dessous). L'élève doit percevoir l'évaluation qui suit presque comme un jeu à apprécier plutôt qu'un examen ou une situation difficile.  Jambo! Jina Iangu ni ______na mimi na ishi ______. Ningependa kukueleza kidogo kuhusu mimi. [Loisirs, nombre d’enfants, etc.] 1. Jima yako ni nani ? ______ . [Nom de l’élève] hebu nieleze kwa ufupi kuhusu jamii yako. [Attendez la réponse ; si l’élève semble hésitant, demandez la question numéro 2, mais si l’élève semble confortable, continuez avec le consentement verbal.] 2. Unapenda kufanya nini wakati hupo masomo? Consentement Verbal • Ninataka kukuambia sababu gani niko hapa.Tunatafuta kujua namna gani watoto wanasoma usomi. • Tunataka utusaidie. Lakini haukazishwe kwa kushiriki kama hautake. • Tutafanya michezo ya herufi na usomi. Mimi nda kulombe usome herufi na maneno kwa sauti juu • Hii haiko mashindano habataweka alama na majibu yako. • Nitakuuliza tena maulizo ya jamaa yako, kama: lugha gani unasemaka katika jamaa nyumbani, na jamaa yako ina vitu gani. • Sitaandika jina lako, hakuna mwenyewe atajua majibu yako. • Kwa sasa una maulizo? • Wa kati mimi na anza ma ulizo, haukazishwe ku jibu, kama hautaki ku jibu, hakuna maneno. • Huku tayari tuanze?  Cochez la case si le consentement verbal est obtenu : Oui (Si le consentement verbal n’est pas obtenu, remerciez l’élève et passez au prochain élève) Vocabulaire Oral 1 – A+B  Pas de cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue » Matériels : une feuille de papier, un crayon Oral Vocabulary A + B  A. Parties du corps Nitakuambia maneno ambayo inaonyesha vipande vya mwili wako. Utanionyesha sehemu gani ya mwili wako kila neno inaonyesha. Mfano, « Unionyeshe pua yako » Si l’élève répond correctement, dites-lui : Vizuri sana ! Tupime tena mfano. Si l’élève ne répond pas correctement, dites-lui : Iyi ndjo pua. [Touchez votre nez] Tupime tena mfano. Unionyeshe jicho lako. Si l'élève répond correctement, dites-lui : Vizuri sana ! Si l’élève ne répond pas correctement, dites-lui : Ile ndjo jicho. [Touchez votre œil]. Utanionyesha sehemu gani ya mwili wako kila neno inaonyesha. Uko tayari ? Tuanze ? « Unionyeshe … » 1 sura yako Correcte Incorrecte Pas de réponse 2 ligoti yako Correcte Incorrecte Pas de réponse 3 kisingino cha mkono yako Correcte Incorrecte Pas de réponse 4 kidevu chako Correcte Incorrecte Pas de réponse 5 libega yako Correcte Incorrecte Pas de réponse 6 mkono wako Correcte Incorrecte Pas de réponse 7 unyuzi wako Correcte Incorrecte Pas de réponse 8 mguu wako Correcte Incorrecte Pas de réponse  B. Termes spatiaux Posez un crayon et une feuille de papier devant l’élève. Unaona kalamu ya risasi ? Utaitia pale nitakuambia. « Tia kalamu ya risasi… » 9 mbele yako Correcte Incorrecte Pas de réponse 10 chini ya kartasi Correcte Incorrecte Pas de réponse 11 nyuma yako Correcte Incorrecte Pas de réponse 12 ku udongo Correcte Incorrecte Pas de réponse 13 juu ya kartasi1 Correcte Incorrecte Pas de réponse 14 pembeni ya kartasi Correcte Incorrecte Pas de réponse  Nombre de réponses correctes 1 Written as “juu kartasi” in baseline codebook; corrected at endline Vocabulaire Oral 1 – C  Cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une réponse correcte parmi les 4 premiers mots, dites « Arrête » Oral Vocabulary C  Hapa ni masanamu. Uniambie jina ya kilakitu, mu kiswahili, kinacho onyeshwa katika sanamu hii? Mfano, [montrez l'oiseau du doigt], ni picha la ndege. Kama unaona hii picha, utasema « ndege ». Tujizoezi. Uniambie jina lake [montrez le chien du doigt] ? Si l’élève répond correctement, dites-lui : Nzuri. Ni mbwa. Si l’élève ne répond pas correctement, dites-lui : [montrez le chien du doigt] Ni mbwa. Uniambie wanasema nini mu kiswahili kitu unaona kwa kila sanamu? Uko tayari? Basi tuanze. 1 Kitabu Correcte Incorrecte Pas de réponse 2 Chura Correcte Incorrecte Pas de réponse 3 Gari la mabawa Correcte Incorrecte Pas de réponse 4 Bata Correcte Incorrecte Pas de réponse 5 Suruali Correcte Incorrecte Pas de réponse 6 Mbuzi Correcte Incorrecte Pas de réponse 7 Kitika Correcte Incorrecte Pas de réponse 8 Ua Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Connaissance des Graphèmes  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Letter Knowledge (letter names and sounds)  / Angalia kartasi ambayo inajaa herufi na mikusanyo ya herufi. Nisomee majina zao ao sauti zao. Kwa mfano, herufi hii [indiquez le "O" dans la ligne des exemples] inasomeka /O/ kama ndani ya neno « KOPO ». Tujizoezi sasa. Unisomee herufi hii [indiquez le "u" dans la ligne des exemples]. Si l'élève répond correctement, dites-lui : Vizuri sana, herufi hii inasomeka /u/ kama ndani ya neno « ua ». Si l'élève ne répond pas correctement, dites-lui : Herufi hii inasomeka /u/ kama ndani ya neno « ua ». Tupime ingine kwa sasa. Unisomee herufi hii [indiquez le "t" dans la ligne des exemples] : Si l'élève répond correctement, dites-lui : Vizuri sana, herufi hii inasomeka /té/ ao /t'/. Si l'élève ne répond pas correctement, dites-lui : Herufi hii inasomeka /té/ ao /t'/. Kama ninasema "Anza", uta soma herufi ku anzia apa [montrez la première lettre et faites glisser votre doigt jusqu’à la dernière lettre de la ligne], mpaka kule, mstari kwa mstari. [Montrez les lignes en glissant le doigt de la première lettre à la dernière lettre de la ligne]. Uka fika mwisho ya mstari, anza mstari ya kufata. Uko tayari? Anza. Exemples : O u T 1 2 3 4 5 6 7 8 9 10 u k A m a o n T n a 10 j a g a i a O A i z 20 m i u L N ny i w h a 30 n e p N sh i n h c e 40 i a j a i a u n a f 50 a i A u a F n a b d 60 v b l a y a i u n a 70 a o a p a z a i a i 80 K i M r D sh s n i U 90 v f a u a i n a D a 100  Durée restante (nombre de SECONDES)  Nombre de lettres lues correctement  Cochez si un arrêt automatique  Lecture de Mots Familiers  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Familiar Words Reading  Angalia ndani ya kartasi maneno ambayo utasoma. Kwa mfano, neno hii [Indiquez le mot « pa » avec le doigt] inasomeka « pa ». Tujizoezi sasa. Unisomee neno hii [Indiquez le mot “iko” dans le rang des exemples] Si l’élève répond correctement, dites-lui : Vizuri sana, neno hii ni « iko ». Si l’élève ne répond pas correctement, dites-lui : Neno hii ni « iko ». Tupime ingine kwa sasa. Unisomee neno hii [Indiquez le mot “sema” dans le rang des exemples] Si l’élève répond correctement, dites-lui : Vizuri sana, « sema ». Si l’élève ne répond pas correctement, dites-lui : Neno hii ni « sema ». Kama ninasema "Anza", Uta soma neno ku anzia apa [montrez le premier mot et faites glisser votre doigt jusqu’au dernier mot de la ligne], mpaka kule mstari kwa mstari. [Montrez les lignes en glissant le doigt du premier mot au dernier mot de la ligne]. Uka fika mwisho ya mstari, anza mstari ya kufata. Uko tayari ? Anza. Exemples : pa iko sema 1 2 3 4 5 kuku lakini kima wao katika 5 makaku somo ile moto safi 10 tena huyu popo moja ya 15 ina siku yake samaki baba 20 bwana kwa kweli ona mama 25 yeye kumi sasa mkate kazi 30 la wote wa huyu jua 35 walimaji kama bibi kila tatu 40 watoto wake ni ana kiisha 45 hawa rafiki leo na bata 50  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique  Lecture de Mots Inventés  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Invented/Non-word Decoding  Angalia maneno ambayo hawaione hata. Lakini ninapenda upime kusoma. Kwa mfano, hii neno ya kwanza [indiquez le mot « bi » avec le doigt] inasomeka « bi ». Tujizoezi sasa. Unisomee neno hii [Indiquez le mot “tok” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Vizuri sana, « tok ». Si l’élève ne répond pas correctement, dites-lui : Neno hii ni « tok ». Tupime ingine kwa sasa. Unisomee neno hii [Indiquez le mot “nar” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Vizuri sana, « nar ». Si l’élève ne répond pas correctement, dites-lui : Neno hii ni « nar ». Kama ninasema "Anza", Uta soma neno ku anzia apa [montrez le premier mot et faites glisser votre doigt jusqu’au dernier mot de la ligne], mpaka kula mstari kwa mstari. [Montrez les lignes en glissant le doigt du premier mot au dernier mot de la ligne]. Uka fika mwisho ya mstari, anza mstari ya kufata. Uko tayari ? Anza. Examples: bi tok nar 1 2 3 4 5 jot net ge mit bat 5 bun wan tit nyi ir 10 lit ret ik kun ve 15 run ra fut tot fon 20 kot su osh wu lo 25 ru ki be cot rut 30 tun ze ken zut kut 35 ne pat ko hin ban 40 ich cun ho jan pi 45 yin pu sun sut sin 50  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique  Lecture et Compréhension d’un Texte  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Reading Passage and Comprehension  Kwa sasa ninapenda usome kwa sauti juu hadisi hii ya Kembo [montrez le titre du doigt]. Susoma hii hadisi kwa sauti juu. Kisha, nitakupatiya maulizo kuusu ile ume soma. Wakati nasema « anza », soma hadisi hii vizuri kama unawezao kusoma. Kama unakuta neno ile ahufaamu, unapita kuneno ingine. Onesha kwa kidole neno yote enye una soma. Uko tayari ? Anza. PRENEZ le cahier de l’élève. Lisez les instructions à l’élève. Ensuite, lisez chaque question lentement et clairement. Après avoir lu chaque question, donnez 10 secondes à l’élève pour répondre à la question, marquez la réponse de l’élève comme correcte ou incorrecte et passez à la question suivante.  Kwasasa, ta kuhuliza maulizo moja moja kuhusu hadisi unatoka kusoma. Jaribu kujibiya kadiri unawezao ku jibiya. TEXTE QUESTIONS REPONSES Kembo ameweza mashindano ya masomo. 5 Ni nani ameweza mashindano ya masomo ? [Kembo] Correcte Incorrecte Pas de réponse Mama yake anamuaga kupitisha mapumziko kwa shangazi Safi. 13 Mama yake anamuaga nini? [kupitisha mapumziko yake kwa shangazi Safi] Correcte Incorrecte Pas de réponse Anafika kwa shangazi Safi. Yeye anamuuzia kinga. 20 Nini shaganzi yake alimuuzia? [kinga] Correcte Incorrecte Pas de réponse Kembo anacheza na kinga ndani ya bustani. Anaanguka cini. Shangazi yake anakuya kumuamusha. 33 Wapi Kembo anacheza na kinga yake? [Kembo anacheza na kinga ndani ya bustani] Correcte Incorrecte Pas de réponse Kembo anampigia shangazi yake aksanti na anaendelea kutembeza kinga mu bustani. Yeye amepitisha mapumziko yake kwa shangazi. 50 Nini Kembo anaendelea kufanya? [Anaendelea kutembeza Kinga] Correcte Incorrecte Pas de réponse  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique   Nombre de réponse correcte Vocabulaire Oral 2 – A+B  Pas de cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue » Matériels : une feuille de papier, un crayon Oral Vocabulary A + B  A. Parties du corps Je vais te dire des mots qui désignent des parties du corps. Montre-moi la partie de ton corps que chaque mot désigne. Par exemple, « Montre-moi ton nez » Si l’élève répond correctement, dites-lui : « Très bien ! Essayons encore un exemple. » Si l’élève ne répond pas correctement, dites-lui : « Voici le nez [touchez votre nez]. Essayons encore un exemple. » Montre-moi « ton œil » Si l’élève répond correctement, dites-lui : « Très bien ! » Si l’élève ne répond pas correctement, dites-lui : « Voici l’œil [touchez votre œil] » Montre-moi la partie de ton corps que chaque mot désigne. Tu es prêt(e) ? Commençons. « Montre-moi… » 1 Ta bouche Correcte Incorrecte Pas de réponse 2 Ton pied Correcte Incorrecte Pas de réponse 3 Ton coude Correcte Incorrecte Pas de réponse 4 Ton menton Correcte Incorrecte Pas de réponse 5 Ton épaule Correcte Incorrecte Pas de réponse 6 Ton bras Correcte Incorrecte Pas de réponse 7 Ton dos Correcte Incorrecte Pas de réponse 8 Ton genou Correcte Incorrecte Pas de réponse  B. Termes spatiaux Posez un crayon et une feuille de papier devant l’élève. Tu vois ce crayon ? Tu vas le poser là où je te le demande. « Mets le crayon … » 9 Devant toi Correcte Incorrecte Pas de réponse 10 Sous la feuille de papier Correcte Incorrecte Pas de réponse 11 Derrière toi Correcte Incorrecte Pas de réponse 12 Par terre Correcte Incorrecte Pas de réponse 13 Sur la feuille de papier Correcte Incorrecte Pas de réponse 14 À côté de la feuille de papier Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Vocabulaire Oral 2 – C  Cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une réponse correcte parmi les 4 premiers mots, dites « Arrête » Oral Vocabulary C  Voici des images. Dis-moi en français comment s'appelle ce que tu vois sur chaque image. Par exemple, [montrez l'oiseau du doigt], c'est la photo d'un oiseau. Quand tu vois cette photo, tu dois dire « oiseau ». Faisons un exemple. Comment cela s'appelle [montrez le chien du doigt] ? Si l’élève répond correctement, dites-lui : « Bien. C'est un chien » Si l’élève ne répond pas correctement, dites-lui : « [Montrez le chien du doigt] C'est un chien » Dis-moi comment s'appelle en français ce que tu vois sur chaque image. Tu es prêt(e) ? Commençons. 1 Livre Correcte Incorrecte Pas de réponse 2 Crapaud/grenouille Correcte Incorrecte Pas de réponse 3 Avion Correcte Incorrecte Pas de réponse 4 Canard Correcte Incorrecte Pas de réponse 5 Pantalon Correcte Incorrecte Pas de réponse 6 Chèvre Correcte Incorrecte Pas de réponse 7 Banane Correcte Incorrecte Pas de réponse 8 Fleur Correcte Incorrecte Pas de réponse  Nombre de réponses correctes EARLY GRADE READING ASSESSMENT (EGRA) LIVRET DES REPONSES DES ELEVES - INSTRUCTIONS ET PROTOCOLE POUR L’ENQUETEUR ACCELERE ! 1 EVALUATION FINALE LINGALA - 3EME ANNÉE 12 septembre 2019 Instructions générales 3. Il est important de lire à voix haute lentement et clairement SEULEMENT les parties en caractères gras dans les boites grises. 4. Notez toujours la réponse de l’élève avant de passer à l’instruction / à l’exercice suivant. II est important de créer un environnement ludique et détendu avec les enfants qui seront évalués à l'aide d'une simple conversation initiale sur des sujets d'intérêt pour l'élève (voir l'exemple ci-dessous). L'élève doit percevoir l'évaluation qui suit presque comme un jeu à apprécier plutôt qu'un examen ou une situation difficile.  Mbote. Nkombo na ngai_________ Navandaka na _________ Na ko sololisa yo moke makambo etali nga. [Loisirs, nombre d’enfants, etc.] 1. Nkombo nayo nani? [L’élève donne son nom]. [Nom de l’élève] Lobela ngai moke maye matali yon a libota lia yo [Attendez la réponse ; si l’élève semble hésitant, demandez la question numéro 2, mais si l’élève semble confortable, continuez avec le consentement verbal.] 2. Soki aza la kalasi te nini olingaka kosala Consentement Verbal • Liboso lya kobanda, nalingi koloba na yo mpo na nini nazali awa. Nalingi koyeba ndenge nini bana bayekolaka kotanga. • Tolingi osalisa biso toyeba ndenge nini bana bayekolaka kotanga. Kasi osengeli koyanola na mituna na biso te soki olingi te. • Tokosala lisano na botangi . Nakosange yo kotanga makasi letele, maloba mpe lisolo • Ezali momekano te, tokopesa yo bilembo te na biyano bya yo mpo na eteyelo • Na suka ya lisano, Nakotuna yo mpe mituna mitali libota lya yo, lokola lokota nini olobaka na libota ntango bozali na ndako, mpe malakisi yo ayekolaka na eteyelo. • Nakokoma nkombo na yo te, mpe moto moko te akoyeba te biyano biye bizali bya yo • Ozali na mituna ? • Ntango tokobanda, soki oboyi kopesa eyano na motuna moko, ezali likambo te. • Malamu mingi, tokoki kobanda ?  Cochez la case si le consentement verbal est obtenu : Oui (Si le consentement verbal n’est pas obtenu, remerciez l’élève et passez au prochain élève) Vocabulaire Oral 1 – A+B  Pas de cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue » Matériels : une feuille de papier, un crayon Oral Vocabulary A + B  A. Parties du corps Nakotangela yo maloba maye makolakisa biteni bya nzoto. Okolakisa ngai eteni kani ya nzoto ya yo liloba lyoko lyoko ekolakisa. Ndakisa, « Lakisa ngai zolo ya yo » Si l’élève répond correctement, dites-lui : Malamu mingi. Tomeka ndakisa esusu. Si l’élève ne répond pas correctement, dites-lui : Eye ezali zolo [touchez votre nez]. Tomeka ndakisa esusu. Lakisa ngai « liso lya yo. » Si l'élève répond correctement, dites-lui : Malamu mingi. Si l’élève ne répond pas correctement, dites-lui : Eye ezali liso [touchez votre œil]. Oko lakisa ngai biteni bya nzoto ya yo oyo liloba lioko liko elakisi. Omibongisi ? Tobanda. « Lakisa ngai… » 1 elongi lya yo Correcte Incorrecte Pas de réponse 2 libolongo lya yo Correcte Incorrecte Pas de réponse 3 monoko lya yo Correcte Incorrecte Pas de réponse 4 ebeku lya yo Correcte Incorrecte Pas de réponse 5 lipeke/lipeka lya yo Correcte Incorrecte Pas de réponse 6 loboko lya yo Correcte Incorrecte Pas de réponse 7 monkeke/monkiki/mokongo lya yo Correcte Incorrecte Pas de réponse 8 lokolo lya yo Correcte Incorrecte Pas de réponse  B. Termes spatiaux Posez un crayon et une feuille de papier devant l’élève. Omoni keleyo eye ? Okotya yango esika nakosenge yo otya yango. « Tiya kelelo… ». 9 liboso lya yo Correcte Incorrecte Pas de réponse 10 na nsé lya lokasa Correcte Incorrecte Pas de réponse 11 sima lya yo Correcte Incorrecte Pas de réponse 12 na mabelé Correcte Incorrecte Pas de réponse 13 likolo lya lokasa Correcte Incorrecte Pas de réponse 14 mpembeni lya lokasa Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Vocabulaire Oral 1 – C  Cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une réponse correcte parmi les 4 premiers mots, dites « Arrête » Oral Vocabulary C  Tala bilili biye. Lobela ngai na lingala lolenge kani bakobengaka eye ozali komono na elili yoko yoko. Ndakisa, [montrez l'oiseau du doigt], tala foto ya ndeke. Ntango ozali kolakisa foto ena, osengeli koloba « ndeke ». Tomeka. Lobela ngai lolenge kani bakobengaka oyo [montrez le chien du doigt] ? Si l’élève répond correctement, dites-lui : Malamu. Ezali mbwa. Si l’élève ne répond pas correctement, dites-lui : [Montrez le chien du doigt] Ezali mbwa. Lobela ngai na lingala lolenge kani bakobengaka eye ozali komono na elili yoko yoko. Omibongisi? Tobanda. 1 buku Correcte Incorrecte Pas de réponse 2 ligborodo Correcte Incorrecte Pas de réponse 3 mpepo/avyo Correcte Incorrecte Pas de réponse 4 libata/lisweswe Correcte Incorrecte Pas de réponse 5 patalo/pabatalo/bapatalo Correcte Incorrecte Pas de réponse 6 ntaba Correcte Incorrecte Pas de réponse 7 etabe/likemba Correcte Incorrecte Pas de réponse 8 lombe/fulele/fololo Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Connaissance des Graphèmes  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Letter Knowledge (letter names and sounds)  Tala lokasa lotondi na letele. Tangela ngai ba letele yango na bopesaka nkombo to eleleli na yango. Ndakisa, letele eye [indiquez le “O” dans la ligne des exemples] etangemaka /o/ lokola na liloba « lelo ». Tomeka sikoyo. Tangela ngai letele Iiye [indiquez le “i” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Malamu mingi, /i/ lokola na liloba « izali ». Si l’élève ne répond pas correctement, dites-lui : Letele iye litangemaka /i/ lokola na liloba « izali ». Tomeka ndakisa esusu. Tangela ngai letele eye [indiquez le « n » dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Malamu mingi, /né/ to /n/. Si l’élève ne répond pas correctement, dites-lui : Letele eye etangemaka /né/ to /n/. Soki nalobi « banda », tanga kobanda awa [montrez la première lettre et faites glisser votre doigt jusqu’à la dernière lettre de la ligne] kino awa, molongo moko sima ya esusu [montrez les lignes en glissant le doigt de la première lettre à la dernière lettre de la ligne]. Na suka ya molongo, leka na molongo elandi. Omibongisi? Banda. Ndakisa : O i n 1 2 3 4 5 6 7 8 9 10 o f g O m a K e k M 10 l V n u i L a W O l 20 e d B a o p n e b O 30 b K n e a m K b M i 40 e a O a m N l a j p 50 g z a i k g N k a l 60 O t o a y a i a m a 70 i L a y a b o l O a 80 s i S k S e a i u N 90 n t O n y K e B a t 100  Durée restante (nombre de SECONDES)  Nombre de lettres lues correctement  Cochez si un arrêt automatique  Lecture de Mots Familiers  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Familiar Words Reading  Tala lokasa lozali na maloba. Ndakisa, liloba liye [indiquez le mot « ta » avec le doigt] etangemaka « kasi ». Tomeka. Tanga liloba liye. [Indiquez le mot “yo” dans le rang des exemples] Si l’élève répond correctement, dites-lui : Malamu mingi, « yo ». Si l’élève ne répond pas correctement, dites-lui : Liloba liye litangemaka « yo ». Tomake ndakisa esusu sika oyo. Tanga liloba liye [indiquez le mot “pesa” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Malamu mingi, « pesa ». Si l’élève ne répond pas correctement, dites-lui : Liloba lye litangemaka « pesa ». Soki nalobi "Banda", okotanga maloba kobanda awa [montrez le premier mot et faites glisser votre doigt jusqu’au dernier mot de la ligne]. Kino awa, molongo moko sima ya esusu [montrez les lignes en glissant le doigt du premier mot au dernier mot de la ligne]. Na suka ya molongo, leka na molongo alandi. Omibongisi? Banda. Ndakisa : kasi yo pesa 1 2 3 4 5 mboloko lelo babale akomi ntongo 5 mwana mwa tata eye na 10 izali mama lya te ba 15 ebale epayi Biloko kinshasa bazali 20 ya mya bango apesi ndako 25 ngai lobi ye mbisi elanga 30 akei ndenge bya enene mpe 35 olali biso kelasi noko alobi 40 ezali nyama ma mbandaka mpepo 45 bilanga mboka mwasi wa ndako 50  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique  Lecture de Mots Inventés2  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Invented/Non-word Decoding  Tala maloba maye mbele omono naino te. Kasi nalingi otanga mango. Ndakisa, liloba liye [Indiquez le mot « dot » avec le doigt] etangemaka « dot ». Tomeka. Tanga liloba liye. [Indiquez le mot “Kam” dans le rang des exemples] Si l’élève répond correctement, dites-lui : Malamu mingi, « kam ». Si l’élève ne répond pas correctement, dites-lui ; Liloba lye litangemaka « kam ». Tomake ndakisa esusu sika oyo. Tanga liloba liye [indiquez le mot “vat” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Malamu mingi, « vat ». Si l’élève ne répond pas correctement, dites-lui : Liloba lye litangemaka « vat ». Soki nalobi "Banda", okotanga maloba kobanda awa [montrez le premier mot et faites glisser votre doigt jusqu’au dernier mot de la ligne]. Kino awa, molongo moko sima ya esusu [montrez les lignes en glissant le doigt du premier mot au dernier mot de la ligne]. Na suka ya molongo, leka na molongo alandi. Omibongisi? Banda. Ndakisa: dot kam vat 1 2 3 4 5 it tif baw yint pi 5 fan kiw yat zu bez 10 lez fa un won do 15 pat keans pit wik zut 20 net den tet tuv fiw 25 ut tuv po ga sot 30 be vanf yet gat yit 35 ten lik lent wif don 40 bo vet mon ta oh 45 cut hoh ja jif jan 50  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique  2 Moved all words starting with h and J to end of table since those letters do not exist in Lingala. Lecture et Compréhension d’un Texte  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Reading Passage and Comprehension Tala lisolo na nkombo Mongali [montrez le titre du doigt.]. Sikawa na lingi otangela ngai na mongongo makasi lisolo oyo. Na sima ya kotanga na kotuna yo mwa mituna na lisolo oyo osili kotanga. Soki na lobi «banda» tanga lisolo oyo malamu na ndenge okoki. Soki omoni nkombo oyo oyebi te oleki na nkombo elandi. Tia mosapi na nkombo lioko lioko eye ozali kotanga. Na lingi ko yoka yo. Omibongisi ? Banda. PRENEZ le cahier de l’élève. Lisez les instructions à l’élève. Ensuite, lisez chaque question lentement et clairement. Après avoir lu chaque question, donnez 10 secondes à l’élève pour répondre à la question, marquez la réponse de l’élève comme correcte ou incorrecte et passez à la question suivante.  Sika oyo na lingi na tuna yo mwa mituna na lisolo oyo outi kotanga. Meka koyanola na lolenge okoki. TEXTE QUESTIONS REPONSES Mongali azali mwana botosi. 4 Nani azali mwana botosi? [Mongali] Correcte Incorrecte Pas de réponse Amemelaka yaya wa ye mayi na katini. 11 Ameme laka yaya wa ye nini? [Mayi] Correcte Incorrecte Pas de réponse Na bozongi bwa ye o nzela ya libulu, Mongali amoni nkoko ya mwasi alali na nse ya nzete. 29 Mongali amoni nani na bozongi bwa ye o nzela? [nkoko moko ya mwasi] Correcte Incorrecte Pas de réponse Asimbi ye na loboko mpe amemi ye epai na ye. 39 Asali na ye nini? [Asimbi ye na loboko] Correcte Incorrecte Pas de réponse Bana ya nkoko wana, basepeli mingi na Mongali. 47 Bana ya nkoko wana basali nini? [Basepeli mingi na Mongali] Correcte Incorrecte Pas de réponse  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique   Nombre de réponse correcte   Vocabulaire Oral 2 – A+B Pas de cahier de l’élève Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue » Matériels : une feuille de papier, un crayon Oral Vocabulary A + B  A. Parties du corps Je vais te dire des mots qui désignent des parties du corps. Montre-moi la partie de ton corps que chaque mot désigne. Par exemple, « Montre-moi ton nez » Si l’élève répond correctement, dites-lui : Très bien ! Essayons encore un exemple. Si l’élève ne répond pas correctement, dites-lui : Voici le nez [touchez votre nez]. Essayons encore un exemple. Montre-moi « ton œil » Si l’élève répond correctement, dites-lui : Très bien ! Si l’élève ne répond pas correctement, dites-lui : Voici l’œil [touchez votre œil]. Montre-moi la partie de ton corps que chaque mot désigne. Tu es prêt(e) ? Commençons. « Montre-moi… » 1 Ta bouche Correcte Incorrecte Pas de réponse 2 Ton pied Correcte Incorrecte Pas de réponse 3 Ton coude Correcte Incorrecte Pas de réponse 4 Ton menton Correcte Incorrecte Pas de réponse 5 Ton épaule Correcte Incorrecte Pas de réponse 6 Ton bras Correcte Incorrecte Pas de réponse 7 Ton dos Correcte Incorrecte Pas de réponse 8 Ton genou Correcte Incorrecte Pas de réponse  B. Termes spatiaux Posez un crayon et une feuille de papier devant l’élève. Tu vois ce crayon ? Tu vas le poser là où je te le demande. « Mets le crayon … » 9 Devant toi Correcte Incorrecte Pas de réponse 10 Sous la feuille de papier Correcte Incorrecte Pas de réponse 11 Derrière toi Correcte Incorrecte Pas de réponse 12 Par terre Correcte Incorrecte Pas de réponse 13 Sur la feuille de papier Correcte Incorrecte Pas de réponse 14 À côté de la feuille de papier Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Vocabulaire Oral 2 – C  Cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une réponse correcte parmi les 4 premiers mots, dites « Arrête » Oral Vocabulary C  Voici des images. Dis-moi en Lingala comment s'appelle ce que tu vois sur chaque image. Par exemple, [montrez l'oiseau du doigt], c'est la photo d'un oiseau. Quand tu vois cette photo, tu dois dire « oiseau ». Faisons un exemple. Comment cela s'appelle [montrez le chien du doigt] ? Si l’élève répond correctement, dites-lui : Bien. C'est un chien. Si l’élève ne répond pas correctement, dites-lui : [Montrez le chien du doigt] C'est un chien. Dis-moi comment s'appelle en lingala ce que tu vois sur chaque image. Tu es prêt(e) ? Commençons. 1 Livre Correcte Incorrecte Pas de réponse 2 Crapaud/grenouille Correcte Incorrecte Pas de réponse 3 Avion Correcte Incorrecte Pas de réponse 4 Canard Correcte Incorrecte Pas de réponse 5 Pantalon Correcte Incorrecte Pas de réponse 6 Chèvre Correcte Incorrecte Pas de réponse 7 Banane Correcte Incorrecte Pas de réponse 8 Fleur Correcte Incorrecte Pas de réponse  Nombre de réponses correctes EARLY GRADE READING ASSESSMENT (EGRA) LIVRET DES REPONSES DES ELEVES - INSTRUCTIONS ET PROTOCOLE POUR L’ENQUETEUR ACCELERE ! 1 EVALUATION FINALE TSHILUBA/CILUBA - 3EME ANNÉE 12 septembre 2019 Instructions générales 5. Il est important de lire à voix haute lentement et clairement SEULEMENT les parties en caractères gras dans les boites grises. 6. Notez toujours la réponse de l’élève avant de passer à l’instruction / à l’exercice suivant. Il est important de créer un environnement ludique et détendu avec les enfants qui seront évalués à l'aide d'une simple conversation initiale sur des sujets d'intérêt pour l'élève (voir l'exemple ci-dessous). L'élève doit percevoir l'évaluation qui suit presque comme un jeu à apprécier plutôt qu'un examen ou une situation difficile.  Moyo ! Ndi mbikidibua mudina dia___________ ne ntu musombela ________________. Ndi musue kukuambila tshindi mu miaku mikese. [Loisirs, nombre d’enfants, etc.] 1. Kadi wewe, udi ubikidibua mudina kayi ? [L’élève donne son nom]. [Nom de l’élève] ngambila koku mu miaku mikese tshiudi ne tshidi diku diebe. [Attendez la réponse ; si l’élève semble hésitant, demandez la question numéro 2, mais si l’élève semble confortable, continuez avec le consentement verbal.] 2. Ntshinganyi tshiutu munange kweza pawudi kuyi mu kalasa ? Consentement Verbal • Suaku nkuambila kendela kanyi muabeu lelu. Tudi tuteta bua kumanya mushindu udi bana balonga mua kubala. • Tudi tujinga se utuambuluisha koku. Kadi katuena tukuenzeja ku bukole to bua kuandamuna pawikala kuyi musue. • Netuenze manaya a dibala. Ne kulomba bua wewa kubala maleta, miaku ne bisumbu bikesa bia miaku diyi dikola • Kadi ki nditeta dia mu kalasa to, ne mandamuna ebe ka akubadibua mu bipeta bieba bia mukalasa to. • Panyiba pa manaya a kubala. Nenkuela makonka pa diku diebe, pa muakulu utu wakula ku nzubu kuenu, ni pa malongesha autu ulonga mukalasa. • Tshiakufunda dina diebe to ne muntu nansha umue kakumanya mandamuna ebe to. • Udi peba ne lukonku luakungela anyi ? • Patudi tutuadija, pawikala kuyi ne dijinga dia kuandamuna ku lukonku, Udi muakungambila, kabiena ne bualu nansha bumue to. • Pawikala pabuipi, tudi muakutuadija ?  Cochez la case si le consentement verbal est obtenu : Oui (Si le consentement verbal n’est pas obtenu, remerciez l’élève et passez au prochain élève) Information de base A. Section B. Sexe (0) Garçon (1) Fille C. Udi ne bidimu binga ? Ans Vocabulaire Oral 1 – A+B  Pas de cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue » Matériels : une feuille de papier, un crayon Oral Vocabulary A + B  A. Parties du corps Ndi nkupesha mena aa bitupa bia mubidi. undeja tshitupa tshia mubidi weba tshidi dina ndidi ntela dileja. Tshilejelu, « Ndeja diulu diebe » Si l’élève répond correctement, dites-lui : Bimpe ! Tuteta tshilejelu tshikuabu. Si l’élève ne répond pas correctement, dites-lui : Diulu diedi. [Touchez votre nez] Tuteta tshilejelu tshikuabu. Ndejaku disu diebe. Si l'élève répond correctement, dites-lui : Bimpe ! Si l’élève ne répond pas correctement, dites-lui : Disu diedi [touchez votre œil]. Ndeja tshitupa tshia mubidi weba tshidi dina dionso dileja. Udi pabuipi anyi ? Tutuadija. « Ndeja …. » 1 mpala webe Correcte Incorrecte Pas de réponse 2 tshinu tshiebe Correcte Incorrecte Pas de réponse 3 lunkenyibwa luebe Correcte Incorrecte Pas de réponse 4 tshibanga tshiebe Correcte Incorrecte Pas de réponse 5 dikaya diebe Correcte Incorrecte Pas de réponse 6 diboku diebe Correcte Incorrecte Pas de réponse 7 dikiki diebe Correcte Incorrecte Pas de réponse 8 dikasa diebe Correcte Incorrecte Pas de réponse  B. Termes spatiaux Posez un crayon et une feuille de papier devant l’élève. Udi mumona keediyo eu anyi ? Neukateeka mwaba undi nkwambila. « Teeka keediyo…» 9 kumpala kuebe Correcte Incorrecte Pas de réponse 10 kuinshi kua dibeji Correcte Incorrecte Pas de réponse 11 panyima pa dibeji Correcte Incorrecte Pas de réponse 12 panshi Correcte Incorrecte Pas de réponse 13 pa dibeji Correcte Incorrecte Pas de réponse 14 ku luseka lua dibeji Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Vocabulaire Oral 1 – C  Cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une réponse correcte parmi les 4 premiers mots, dites « Arrête » Oral Vocabulary C  Tangila bimfuanyi. Ngambila mu tshiluba dina dia tshiudi umona pa tshimfuanyi tshionso. Tshilejelu, [montrez l'oiseau du doigt], foto wa nyunyi. Paudi umona tshimfuanyi etshi, udi ne tshia kuamba ne « nyunyi ». tuenza tshilejelu . Ngambila dina dia etshi [montrez le chien du doigt] ? Si l’élève répond correctement, dites-lui : Bimpe. Etshi mbua. Si l’élève ne répond pas correctement, dites-lui : [montrez le chien du doigt] Etshi mbua. Ngambila mushindu udibo babikila mu tshiluba tshiudi umona pa tshimfuanyi tshionso. Udi pabuipi anyi ? Tutuadija. 1 mukanda Correcte Incorrecte Pas de réponse 2 tshiula/ludimba Correcte Incorrecte Pas de réponse 3 ndeka Correcte Incorrecte Pas de réponse 4 dibata Correcte Incorrecte Pas de réponse 5 mupanu Correcte Incorrecte Pas de réponse 6 mbuji Correcte Incorrecte Pas de réponse 7 tshibote(a) Correcte Incorrecte Pas de réponse 8 tshilongu Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Connaissance des Graphèmes3  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Letter Knowledge (letter names and sounds)  Mona dibeji dia maleta ne bisumbu bia maleta. Mbadila maleta aa ne ungambila mena awu anyi tshikuma tshiawu. Tshilejelu, dileta edi [indiquez /e "O" dans la ligne des exemples] didi dibadibua /O/ bu mu muaku « DIBOKU ». Tuenza tshikuabo mpindiewu. Mbadila dileta edi [indiquez le "u" dans la ligne des exemples]. Si l'élève répond correctement, dites-lui : Bimpe, /u/ bu mu muaku « mu ». Si l'élève ne répond pas correctement, dites-lui : Badi babala tshisumbu tshia maleta etshi ne /u/ bu mu muaku « mu ». Tuteta kabidi tshikuabo. Mbadila dileta edi [indiquez le "t" dans la ligne des exemples] : Si l'élève répond correctement, dites-lui : Bimpe, /té/ anyi /t‘/. Si l'élève ne répond pas correctement, dites-lui : Badi babala dileta edi ne /té/ anyi /t‘/. Pandi ngamba ne « Tuadija », ubala maleta kutuadijila apa [montrez la première lettre et faites glisser votre doigt jusqu’à la dernière lettre de la ligne], tii ne apa, mulongu pa mulongu [montrez les lignes en glissant le doigt de la première lettre à la dernière lettre de la ligne]. Kundekelu kua molungu, ne upita ku mulongu udi ulonda. Udi pabuipi anyi ? Tuadija. Exemples : O u t 1 2 3 4 5 6 7 8 9 10 U i n a E U N b u i 10 N j u d a L v d B n 20 K n l Z e D M p U M 30 Y a B N Y u i e s n 40 l u m A i b l D k T 50 t f n t U o N T e L 60 o E u m w a k s l K 70 m A S u k u A n M B 80 a K M A m A e a u A 90 l a l u b w U d g r 100  Durée restante (nombre de SECONDES)  Nombre de lettres lues correctement  Cochez si un arrêt automatique  3 Moved letters G and R to end of grid since they don’t exist in Tshiluba. G is always preceded by N. Lecture de Mots Familiers  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Familiar Words Reading  Tangila dibeji edi didi ne miaku. Tshilejelu, muaku eu [indiquez le mot « ta » avec le doigt] udi ubadibua ne « ta ». Tuenza tshikuabo mpindiewu. Mbadila muaku eu [indiquez le mot “bidi” dans le rang des exemples] Si l’élève répond correctement, dites-lui : Bimpe, « bidi ». Si l’élève ne répond pas correctement, dites-lui : Muaku eu udi ubadibua ne « bidi ». Tuteta muaku mukuabu. Mbadila muaku eu [indiquez le mot “nansha” dans le rang des exemples] Si l’élève répond correctement, dites-lui : Bimpe, « nansha ». Si l’élève ne répond pas correctement, dites-lui : Muaku eu udi ubadibua ne « nansha ». Pandi ngamba ne « Tuadija », ubala miaku kutuadijila apa [montrez le premier mot et faites glisser votre doigt jusqu’au dernier mot de la ligne], tii ne apa, mulongu pa mulongu [montrez les lignes en glissant le doigt du premier mot au dernier mot de la ligne]. Kundekelu kua molungu, ne upita ku mulongu udi ulonda. Udi pabuipi anyi ? Tuadija. Exemples : ta bidi nansha 1 2 3 4 5 bintu ku muana mu ki 5 to ewu bualu tatu bua 10 pa nzolo ebi tudi wa 15 amu adi anyi udi pambelu 20 bia wa njila mayi pende4 25 ne aa kuenza buloba mesa 30 badi ne yeya midimu utu 35 etu bintu bantu bana muntu 40 dileta ku kalasa batu kubadisha 45 kalasa mua dia tshia 5 dileta 6 50  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique  4 Changed from “pandi” at baseline 5 Moved to end of table to avoid issues between C and TSH. 6 Moved since used twice at baseline Lecture de Mots Inventés7  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Invented/Non-word Decoding  Tangila miaku eyi iudi kuyi muanji kumona to. Ndi musue bua uteta mwa ku yibale. Tshilejelu, muaku eu [indiquez le mot « pu » avec le doigt] udi ubadibua ne « pu ». Tuenza tshikuabo mpindiewu. Mbadila muaku eu [indiquez le mot “kad” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Bimpe, « kad ». Si l’élève ne répond pas correctement, dites-lui : Muaku eu udi ubadibua ne « kad ». Tuteta muaku mukuabu. Mbadila muaku eu [indiquez le mot “vab” dans le rang des exemples]. Si l’élève répond correctement, dites-lui : Bimpe, « vab ». Si l’élève ne répond pas correctement, dites-lui : Muaku eu udi ubadibua ne « vab ». Pandi ngamba ne « Tuadija », ubala miaku kutuadijila apa [montrez le premier mot et faites glisser votre doigt jusqu’au dernier mot de la ligne], tii ne apa, mulongu pa mulongu [montrez les lignes en glissant le doigt du premier mot au dernier mot de la ligne]. Kundekelu kua molungu, ne upita ku mulongu udi ulonda. Udi pabuipi anyi ? Tuadija. Examples : pu kad vab 1 2 3 4 5 vol tit dat yul lape 5 yat va san ten tot 10 tin fet wi din lat 15 wun ven zon un dal 20 zat nut jat zil lit 25 til8 nat zen fe kot 30 yin ot bet min yat 35 fon zan pul nal zot 40 cial9 rul ren ri ru 45 run ran ral ro rol 50  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique  7 Words shuffled. Put at end of the grid words that start with “r” which are extremely rare in Tshiluba. 8 Moved. 9 Moved and inserted i. Lecture et Compréhension d’un Texte  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Reading Passage and Comprehension Tangila ka muyuki aka dina diaku « Ngalula ne Meta » [Montrez le titre du doigt]. Ndi musue bua ubale ne diyi dikole muyuki eu. Pawajikija, ne nkuela nkonku pa muyuki eu. Pandi ngamba "Tuadija", bala muyuki wonso muwakumbana. Wewa mufika pa muaku udi kuyi mumanya, tunguluka ne muaku udi ulonda. Teeka munu webe padileta dionso diudi ubala. Ndi musue kuvua. Udi pabuipi anyi ? Tuadija. PRENEZ le cahier de l’élève. Lisez les instructions à l’élève. Ensuite, lisez chaque question lentement et clairement. Après avoir lu chaque question, donnez 10 secondes à l’élève pour répondre à la question, marquez la réponse de l’élève comme correcte ou incorrecte et passez à la question suivante.  Mpidiewu, ndi nkuela nkonku mikese patshiena bualu tshia muyuki udi mubala. Teta mua kuandamuna mushindu udi ukumbanyina. TEXTE QUESTIONS REPONSES Kanke didi dinaya didi disankisha bansongakaji ne bamamu. 8 Ndinaya kayi didi disankishe bansongakaji ne bamamu? [Kanke] Correcte Incorrecte Pas de réponse Ngalula ne Meta mbananga kunaya kanke. 14 Badi banaya kanke mbanganyi? [ngalula ne meta] Correcte Incorrecte Pas de réponse Badi batumpika mulu, batuta bianza, bakupa mikolu kumpala. 22 Badi banaya munyi? [batuta bianza, batumpika mulu, bakupa mikolo kumpala] Correcte Incorrecte Pas de réponse Ngalula udi utshimuna tshitupa tshia kumpala. Meta udi umuanyisha. 31 Bua tshinyi Meta udi umuanyisha? [bualu Ngalula mmuthimuna tshitupa] Correcte Incorrecte Pas de réponse Badi batungunuka ne dinaya. Meta pende udi utshimuna udi ne disanka, ne udi upeta matabishi. 46 Bua ntshinganyi Meta udi usanka ? [bualu watshimunyi] Correcte Incorrecte Pas de réponse  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique   Nombre de réponse correcte Vocabulaire Oral 2 – A+B  Pas de cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue » Matériels : une feuille de papier, un crayon Oral Vocabulary A + B  A. Parties du corps Je vais te dire des mots qui désignent des parties du corps. Montre-moi la partie de ton corps que chaque mot désigne. Par exemple, « Montre-moi ton nez » Si l’élève répond correctement, dites-lui : « Très bien ! Essayons encore un exemple. » Si l’élève ne répond pas correctement, dites-lui : « Voici le nez [touchez votre nez]. Essayons encore un exemple. » Montre-moi « ton œil » Si l’élève répond correctement, dites-lui : « Très bien ! » Si l’élève ne répond pas correctement, dites-lui : « Voici l’œil [touchez votre œil] » Montre-moi la partie de ton corps que chaque mot désigne. Tu es prêt(e) ? Commençons. « Montre-moi… » 1 Ta bouche Correcte Incorrecte Pas de réponse 2 Ton pied Correcte Incorrecte Pas de réponse 3 Ton coude Correcte Incorrecte Pas de réponse 4 Ton menton Correcte Incorrecte Pas de réponse 5 Ton épaule Correcte Incorrecte Pas de réponse 6 Ton bras Correcte Incorrecte Pas de réponse 7 Ton dos Correcte Incorrecte Pas de réponse 8 Ton genou Correcte Incorrecte Pas de réponse  B. Termes spatiaux Posez un crayon et une feuille de papier devant l’élève. Tu vois ce crayon ? Tu vas le poser là où je te le demande. « Mets le crayon … » 9 Devant toi Correcte Incorrecte Pas de réponse 10 Sous la feuille de papier Correcte Incorrecte Pas de réponse 11 Derrière toi Correcte Incorrecte Pas de réponse 12 Par terre Correcte Incorrecte Pas de réponse 13 Sur la feuille de papier Correcte Incorrecte Pas de réponse 14 À côté de la feuille de papier Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Vocabulaire Oral 2 – C  Cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une réponse correcte parmi les 4 premiers mots, dites « Arrête » Oral Vocabulary C  Voici des images. Dis-moi en français comment s'appelle ce que tu vois sur chaque image. Par exemple, [montrez l'oiseau du doigt], c'est la photo d'un oiseau. Quand tu vois cette photo, tu dois dire « oiseau ». Faisons un exemple. Comment cela s'appelle [montrez le chien du doigt] ? Si l’élève répond correctement, dites-lui : « Bien. C'est un chien » Si l’élève ne répond pas correctement, dites-lui : « [Montrez le chien du doigt] C'est un chien » Dis-moi comment s'appelle en français ce que tu vois sur chaque image. Tu es prêt(e) ? Commençons. 1 Livre Correcte Incorrecte Pas de réponse 2 Crapaud/grenouille Correcte Incorrecte Pas de réponse 3 Avion Correcte Incorrecte Pas de réponse 4 Canard Correcte Incorrecte Pas de réponse 5 Pantalon Correcte Incorrecte Pas de réponse 6 Chèvre Correcte Incorrecte Pas de réponse 7 Banane Correcte Incorrecte Pas de réponse 8 Fleur Correcte Incorrecte Pas de réponse  Nombre de réponses correctes EARLY GRADE READING ASSESSMENT (EGRA) LIVRET DES REPONSES DES ELEVES - INSTRUCTIONS ET PROTOCOLE POUR L’ENQUETEUR ACCELERE ! 1 EVALUATION FINALE 5EME ANNÉE 12 septembre 2019 Instructions générales 7. Il est important de lire à voix haute lentement et clairement SEULEMENT les parties en caractères gras dans les boites grises. 8. Notez toujours la réponse de l’élève avant de passer à l’instruction / à l’exercice suivant. Il est important de créer un environnement ludique et détendu avec les enfants qui seront évalués à l'aide d'une simple conversation initiale sur des sujets d'intérêt pour l'élève (voir l'exemple ci-dessous). L'élève doit percevoir l'évaluation qui suit presque comme un jeu à apprécier plutôt qu'un examen ou une situation difficile.  Bonjour. Je m’appelle ____ et j’habite ____. J’aimerais te parler un peu de moi. [Loisirs, nombre d’enfants, etc.] 1. Comment t’appelles-tu ? [L’élève donne son nom]. [Nom de l’élève] parle-moi un peu de toi et de ta famille. [Attendez la réponse ; si l’élève semble hésitant, demandez la question numéro 2, mais si l’élève semble confortable, continuez avec le consentement verbal.] 2. Qu’est-ce que tu aimes faire quand tu n’es pas à l’école ? Consentement Verbal • Laisse-moi te dire pourquoi je suis ici aujourd'hui. J'essaie de comprendre comment les enfants apprennent à lire. • J'ai besoin de ton aide. Mais tu n’es pas obligé de participer si tu ne veux pas. • Nous allons jouer à des jeux de lecture. Je vais te demander de lire des lettres, des mots et une un petit texte à voix haute. • Ce n’est pas un examen et n’affectera pas tes notes à l’école. • Une fois le jeu terminé, je vais te poser quelques questions sur ta famille, la langue que tu parles à la maison et sur tes leçons à l'école. • Je n'écrirai pas ton nom et personne ne connaitra tes réponses. • As-tu des questions ? • Une fois que nous commençons, si tu préfères ne pas répondre à une question, tu peux me le dire, ce n’est pas un problème. • Es-tu prêt(e) à commencer ?  Cochez la case si le consentement verbal est obtenu : Oui (Si le consentement verbal n’est pas obtenu, remerciez l’élève et passez au prochain élève) Vocabulaire Oral – A+B  Pas de cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue » Matériels : une feuille de papier, un crayon Oral Vocabulary A + B  A. Parties du corps Je vais te dire des mots qui désignent des parties du corps. Montre-moi la partie de ton corps que chaque mot désigne. Par exemple, « Montre-moi ton nez » Si l’élève répond correctement, dites-lui : Très bien ! Essayons encore un exemple. Si l’élève ne répond pas correctement, dites-lui : Voici le nez [touchez votre nez]. Essayons encore un exemple. Montre-moi « ton œil » Si l’élève répond correctement, dites-lui : Très bien ! Si l’élève ne répond pas correctement, dites-lui : Voici l’œil [touchez votre œil]. Montre-moi la partie de ton corps que chaque mot désigne. Tu es prêt(e) ? Commençons. Montre-moi… 1 ta bouche Correcte Incorrecte Pas de réponse 2 ton pied Correcte Incorrecte Pas de réponse 3 ton coude Correcte Incorrecte Pas de réponse 4 ton menton Correcte Incorrecte Pas de réponse 5 ton épaule Correcte Incorrecte Pas de réponse 6 ton bras Correcte Incorrecte Pas de réponse 7 ton dos Correcte Incorrecte Pas de réponse 8 ton genou Correcte Incorrecte Pas de réponse  B. Termes spatiaux Posez un crayon et une feuille de papier devant l’élève. Tu vois ce crayon ? Tu vas le poser là où je te le demande. Mets le crayon … 9 devant toi Correcte Incorrecte Pas de réponse 10 sous la feuille de papier Correcte Incorrecte Pas de réponse 11 derrière toi Correcte Incorrecte Pas de réponse 12 par terre Correcte Incorrecte Pas de réponse 13 sur la feuille de papier Correcte Incorrecte Pas de réponse 14 à côté de la feuille de papier Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Vocabulaire Oral – C  Cahier de l’élève  Non chronométré  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une réponse correcte parmi les 4 premiers mots, dites « Arrête » Oral Vocabulary C  Voici des images. Dis-moi en français comment s'appelle ce que tu vois sur chaque image. Par exemple, [montrez l'oiseau du doigt], c'est la photo d'un oiseau. Quand tu vois cette photo, tu dois dire « oiseau ». Faisons un exemple. Comment cela s'appelle [montrez le chien du doigt] ? Si l’élève répond correctement, dites-lui : Bien. C'est un chien. Si l’élève ne répond pas correctement, dites-lui : [Montrez le chien du doigt] C'est un chien. Dis-moi comment s'appelle en français ce que tu vois sur chaque image. Tu es prêt(e) ? Commençons. 1 Livre Correcte Incorrecte Pas de réponse 2 Crapaud/grenouille Correcte Incorrecte Pas de réponse 3 Avion Correcte Incorrecte Pas de réponse 4 Canard Correcte Incorrecte Pas de réponse 5 Pantalon Correcte Incorrecte Pas de réponse 6 Chèvre Correcte Incorrecte Pas de réponse 7 Banane Correcte Incorrecte Pas de réponse 8 Fleur Correcte Incorrecte Pas de réponse  Nombre de réponses correctes Connaissance des Graphèmes  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Letter Knowledge (letter names and sounds)  Voici une page pleine de lettres et de groupes de lettres. Lis-moi ces lettres en me donnant leur nom ou leur son. Par exemple, cette lettre [Indiquez le “O” dans la ligne des exemples] se lit / O / comme dans le mot “POT”. Pratiquons maintenant. Lis-moi ces lettres [Indiquez le “ou” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Très bien, /ou/ comme dans le mot « vous ». Si l’élève ne répond pas correctement, dites-lui : Ces lettres se lisent /ou/ comme dans le mot « vous ». Essayons une autre maintenant. Lis-moi cette lettre : [Indiquez le “t” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Très bien, /té/ ou /t/. Si l’élève ne répond pas correctement, dites-lui : Cette lettre se lit /té/ ou / t /. Essayons encore un autre. Lis-moi ces lettres : [Indiquez le “ch” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Très bien, /ch/ comme dans le mot « chat ». Si l’élève ne répond pas correctement, dites-lui : Ces lettres se lisent /ch/ comme dans le mot « chat ». Lorsque je dis “Commence”, tu vas lire les lettres d’ici [montrez la première lettre et faites glisser votre doigt jusqu’à la dernière lettre de la ligne] jusqu’à là, ligne par ligne [montrez les lignes en glissant le doigt de la première lettre à la dernière lettre de la ligne]. A la fin d’une ligne, tu vas passer à la prochaine ligne. Tu es prêt(e) ? Commence.” Exemples : O ou T ch 1 2 3 4 5 6 7 8 9 10 e f R s g A e z oi L 10 oi T un on H a F d E o 20 N é ou M T L T an c ou 30 ç x m gn é d a L a n 40 U E v b O P n g b u 50 on an J s j i A d m é 60 o W ou L f c S p Y ch 70 i Q i f V b p B M K 80 o r u D e R in m G ch 90 z T V C v an i p s q 100  Durée restante (nombre de SECONDES)  Nombre de lettres lues correctement  Cochez si un arrêt automatique  Lecture de Mots Familiers  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Familiar Words Reading  Voici une page avec des mots. Par exemple, ce mot [Indiquez le mot « ta » avec le doigt] se lit « ta ». Pratiquons maintenant. Lis-moi ce mot [Indiquez le mot “par” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Très bien, « par ». Si l’élève ne répond pas correctement, dites-lui : Ce mot se lit « par ». Essayons un autre maintenant. Lis-moi ce mot : [Indiquez le mot “lune” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Très bien, « lune ». Si l’élève ne répond pas correctement, dites-lui : Ce mot se lit « lune ». Lorsque je dis “Commence”, tu vas lire les mots d’ici [montrez le premier mot et faites glisser votre doigt jusqu’au dernier mot de la ligne] jusqu’à là, ligne par ligne [montrez les lignes en glissant le doigt du premier mot au dernier mot de la ligne]. A la fin d’une ligne, tu vas passer à la prochaine ligne. Tu es prêt(e) ? Commence. Examples: ta par lune 1 2 3 4 5 car mal tour il vache 5 peur fleur date papa bleu 10 bébé lire cri abri beau 15 faire vélo mur or sol 20 monde peau rougir tu pré 25 pain pli moto ma table 30 vol douze porter carte fil 35 posé vole été chaise ronde 40 sur ami sage sa clé 45 ou vide bol fin kilo 50  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique  Lecture de Mots Inventés  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Invented/Non-word Decoding  Voici des mots que tu n’as peut-être jamais vus. Je voudrais que tu essayes de les lire. Par exemple, ce mot [Indiquez le mot « bi » avec le doigt] se lit « bi ». Pratiquons maintenant. Lis-moi ce mot [Indiquez le mot “tok” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Très bien, « tok ». Si l’élève ne répond pas correctement, dites-lui : Ce mot se lit « tok ». Essayons un autre maintenant. Lis-moi ce mot : [Indiquez le mot “sar” dans le rang des exemples] : Si l’élève répond correctement, dites-lui : Très bien, « sar ». Si l’élève ne répond pas correctement, dites-lui : Ce mot se lit « sar ». Lorsque je dis “Commence”, tu vas lire les mots d’ici [montrez le premier mot et faites glisser votre doigt jusqu’au dernier mot de la ligne] jusqu’à là, ligne par ligne [montrez les lignes en glissant le doigt du premier mot au dernier mot de la ligne]. A la fin d’une ligne, tu vas passer à la prochaine ligne. Tu es prêt(e) ? Commence. Examples: bi tok sar 1 2 3 4 5 ol taindé tal zode lêpa 5 ima duse dreu doupé ul 10 bilba fipe oti nour nur 15 chane ciko raite neul rané 20 lorpe sar ja blu doul 25 bair mouli tipa vaf neau 30 zi nube bir zopé clo 35 nogir saré donré ibrau cla 40 bape bige vor pro moudir 45 toche vè plovi til flir 50  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique  D D D D D D D D D D D D D D D Lecture et Compréhension d’un Texte  Cahier de l’élève  60 secondes  Quand le chronomètre est à 0, dites, « Arrête »  Si l’élève s’arrête pendant 3 SECONDES, dites « Continue »  Si l’élève ne fournit pas une bonne réponse sur la première ligne, dites « Arrête » Reading Passage and Comprehension Voici une courte histoire intitulée « Bilonda » [montrez le titre du doigt]. Je voudrais que tu lises à haute voix cette histoire. Lorsque tu auras terminé, je vais te poser quelques questions sur l’histoire. Lorsque je dis « Commence », lis cette histoire aussi bien que tu peux. Si tu arrives à un mot que tu ne connais pas, avance au prochain mot. Mets ton doigt sur chaque mot que tu lis. Je vais t'écouter. Es-tu prêt(e) ? Commence. PRENEZ le cahier de l’élève. Lisez les instructions à l’élève. Ensuite, lisez chaque question lentement et clairement. Après avoir lu chaque question, donnez 10 secondes à l’élève pour répondre à la question, marquez la réponse de l’élève comme correcte ou incorrecte et passez à la question suivante.  Maintenant, je vais te poser quelques questions au sujet de l’histoire que tu viens de lire. Essaie de répondre aussi bien que possible. TEXTE QUESTIONS REPONSES C’est le soir. Bilonda a faim. 6 Qui a faim ? [Bilonda] Correcte Incorrecte Pas de réponse Maman ne l’appelle pas. Le repas n’est pas encore sur la table. 18 Que manque-t-il sur la table ? [Le repas] Correcte Incorrecte Pas de réponse Bilonda va à la cuisine. 23 Où va Bilonda ? [À la cuisine] Correcte Incorrecte Pas de réponse Maman prépare le fufu. Le pondu et le poisson sont prêts. Toute la famille est à table. 40 Qu’est-ce que maman prépare ? [Le fufu, le pondu et le poisson] Correcte Incorrecte Pas de réponse Bilonda est contente. Elle mange le plat qu’elle aime. 49 Pourquoi est-elle contente ? [Elle mange le plat qu’elle aime] Correcte Incorrecte Pas de réponse  Durée restante (nombre de SECONDES)  Nombre de mots lus correctement  Cochez si un arrêt automatique   Nombre de réponse correcte Endline Student Questionnaire 2015 2019 Français Kiswahili Lingala Ciluba 7 1 En quelle classe étais-tu l'an dernier ? 1e année 2e année 3e année 4e année 5e année Autre Ne sais pas/Refuse de répondre Mwka ilio pita, ulikuwa mu somo la ngapi ? 1e année 2e année 3e année 4e année 5e année Ingine Sijuwi/Hakuna jibu Na mobu moleki, azalaki na kelasi nini? 1e année 2e année 3e année 4e année 5e année Eyano esusu Ayebi te/Aboyi kopesa eyano Uvua mu kalaasa kayi tshidimu tshishaala 1e année 2e année 3e année 4e année 5e année Muakulu mukuabu Kena mimanya to/Mubenga kuandamuna 8 2 Quelle langue parles-tu le plus souvent avec ta famille ? Français Lingala Ciluba Kiswahili Autre Luga gani unasema na jamaa yako ? Kifaransa Lingala Ciluba Kiswahili Ingine Lokota to monoko nini olobaka mingi na ndako? Lifalase Lingala Ciluba Kiswahili Eyano esusu Muakulu kayi utu wakula bikola ni bantu ba mudiku dieba ? Fualanse Mangala Ciluba Cisawudi Muakulu mukuabu 9 3 Es-tu allé(e) en maternelle ? Oui Non Ne sais pas/Refuse de répondre Uliingia katika shule ya watoto ya chini ya myaka sita au bustani ya watoto? Ndiyo Apana Sijuwi/Hakuna jibu Otangaki na «maternelle» ? Iyo Te Ayebi te/Aboyi kopesa eyano Utuku mubuele mu kalaasa ka bâna ba dibeele anyi mu tshilaminyinu tshia bâna anyi? Eyowa To Kena mimanya to/Mubenga kuandamuna 12 4 Que fait ton maitre ou ta maitresse quand tu réponds bien à une question ? (Ne lisez pas les réponses, entourez tout ce qui convient.) Rien Me félicite Me donne une récompense M'autorise à ne pas faire une corvée ou un devoir donné Autre Ne sais pas/Refuse de répondre Mwalimu wako anafanya nini kama unaweza kwa zoezi ao kwa fundisho ? Hakuna Ananisifu Ananipatia tuzo Hakunipa ingine kazi ao zoezi fulani Ingine Sijuwi/Hakuna jibu Molakisi wa yo asalaka nini soki oyanoli malamu na motuna ? Ntshinganyi tshidi Mulongeshi webe wenza awudi wadamuna bimpe ku lunkonku ? Nansha bualu bumue Ungela kalumbandi Umpesha matabiishi Ungambila bua tshienji dinyoka anyi devuala mufila Tshikwabo tshintu Kena mumanya to/Mubenga kuandamuna 13 5 Qu'est-ce que ton maitre ou ta maitresse fait normalement quand tu n'arrives pas à répondre à une question ou quand tu réponds mal ? (Ne lisez pas les réponses, entourez tout ce qui convient.) Il ou elle reformule ou explique la question Il ou elle encourage l'élève à réessayer de répondre Il ou elle pose la question a un autre élève II ou elle repose la question II ou elle corrige l'élève mais ne le gronde pas II ou elle gronde l'élève II ou elle fait sortir l'élève de la classe II ou elle frappe l'élève Il ou elle envoie l'élève au coin Autre Ne sait pas/Refuse de répondre Mwalimu wako anafanya nini wakati haufike mda wa kujibu kwa swali ao wakati unajibu vibaya? Anafafanua swali Anasifu mwanafunzi ajibu tena Anauliza jibu kwa mwanafunzi mwengine Anauliza tena swali Anaona ambayo mwanafunzi alifanya na hatamtombokea Anatombokea mwanafunzi Anatosha mwanafunzi darasani Anapiga mwanafunzi Anamtuma mwanafunzi nafasi ya pumziko Ingine Sijuwi Hakuna jibu Nini molakisi wa yo asalaka ntango okoki kopesa eyano te na motuna moko to ntango opesi eyano elamu te ? Atunaka motuna ndenge mosusu to alimbolaka motuna malamu Alendisaka moyekoli azongela kopesa eyano Atunaka moyekoli na mosusu Atunaka lisusu motuna mwango Abongisaka eyano ya moyekoli kasi asilikaka na ye te Asilikaka na moyekoli Abimisaka moyekoli na kelasi Abetaka moyekoli Atindaka moyekoli na suka ya kelasi Eyano esusu Ayebi te/Aboyi kopesa eyano Ntshinganyi tshitu mulongeshi webe wenza pa tshiibidilu dîba diudi kuyi ukumbana bua kuandamuna ku lunkonku anyi dîba diudi wandamuna bibi? Udi wela lukonku munga mushindu anyi ulummvuija Udi ukankamika mulongi bua kuteeta tshiakabidi kuandamuna Udi wela mulongi mukuabo lukonku Udi welulula lukonku Udi ulongolola mulongi, kayi umutandisha to Udi utandisha mulongi Udi upatula mulongi mu kalaasa Udi ukuma mulongi Udi usombesha mulongi mu ditumba Bualu bukuabo Kena mumanya to/Mubenga kuandamuna 14 6 Que fait normalement le maitre ou la maitresse lorsqu'un élève ne se comporte pas bien ? (Ne lisez pas les réponses, entourez tout ce qui convient.) II/elle ne fait rien II/elle corrige l'élève mais ne le gronde pas II/elle gronde l'élève II/elle fait sortir l'élève de la classe II/elle frappe l'élève II/elle envoie l'élève au coin II/elle demande à l'élève de se mettre à genoux Autre Ne sait pas/Refuse de répondre Nini ambayo mwalimu anafanya wakati mwanafunzi hajikamate mzuri? Hawafanye kitu Anasifu mwanafunzi lakini hakumutombokeyae Wanatombokeya mwanafunzi Wanamtosha mwanafunzi darasani Wanampiga mwanafunzi Wanamtuma mwanafunzi pembeni Wanaambia mwanafunzi apige magoti Ingine Sijuwi/Hakuna jibu Nini molakisi asalaka soki moyekoli azali na ezaleli elamu te? Asalaka eloko te Abongisaka moyekoli kasi basilikaka na ye te Asilikaka na moyekoli Abimisaka moyekoli na kelasi Abetaka moyekoli Atindaka moyekoli na suka ya kelasi Afukamisaka moyekoli (atindaka moyekoli afukama) Eyano esusu Ayebi te/Aboyi kopesa eyano Ntshinganyi tshitu mulongeshi wenza pa tshiibidilu padi mulongi kayi ne ngenzelu mulenga ? Keena wenza bualu nansha bumue Udi ulongolola mulongi, kayi umutandisha to Udi utandisha mulongi Udi upatula mulongi mu kalaasa Udi ukuma mulongi Udi usombesha mulongi mu ditumba Udi ulomba mulongi bua atua binu Bukuabo bualu Kena mumanya to/Mubenga kuandamuna 15 7 Est-ce que tu as eu des devoirs à domicile la semaine dernière ? Oui Non Ne sait pas/Refuse de répondre Ulipata mazoezi za nyumbani ambayo ulifanya juma jana? Ndiyo Apana Sijuwi/Hakuna jibu Ozwaki misala mya kelasi mposo eleki? Iyo Te Ayebi te/Aboyi kopesa eyano Uvua ne midimu ya kuenza ku nzubu lumingu lushaala anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 16 8 Est-ce que ton maitre ou ta maitresse a vérifié le dernier devoir que tu as rendu ? Oui Non Ne sait pas/Refuse de répondre Mwalimu wako aliangalia zoezi ya nyumbani ya mwisho ambayo ulifanya ? Ndiyo Apana Sijuwi/Hakuna jibu Molakisi wa yo atalaki misala/devuale mwa kelasi mwa suka opesaki ye ? Iyo Te Ayebi te/Aboyi kopesa eyano Mulongeshi weba uvua mutangila midimu webe wa ndekeelu uuvua mupingaja anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 17 9 Quand tu as des devoirs, est-ce que quelqu'un t'aide à les faire à la maison ? Oui Non Ne sait pas/Refuse de répondre Wakati una mazoezi ya nyumbani, kuna ule ambaye anakusaidia nyumbani ? Ndiyo Apana Sijuwi/Hakuna jibu Ntango ozalaka na misala/devuale mya kelasi ya kosala na ndako, ozwaka lisalisi lya moto mosusu? Iyo Te Ayebi te/Aboyi kopesa eyano Paudi ne midimu ya kuenza, kudi muntu udi ukuambuluisha bua kuyenza ku nzubu anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 18 10 Si oui, qui t'aide à faire tes devoirs à la maison ? (Entourez tout ce qui convient.) Frère/sœur Mère/père Grand-parent Autre Ne sait pas/Refuse de répondre Kama ni ndiyo, nani ambaye anakusaidia kufanya mazoezi zako nyumbani ? Kaka/dada Mere/pare Grand-parent Ingine Sijuwi/Hakuna jibu Soki iyo, nani asalisaka yo mpo na kosala misala/devuale mya yo mya kelasi na ndako ? Ndeko-mobali/ndeko-mwasi Mama/tata Nkoko Moto mosusu Ayebi te/Aboyi kopesa eyano Piikala muitabe ne mmomu, udi ukuambuluisha bua kuenza midimu yo kuanza ku nzubu nganyi ? Muaneetu wa balume / muaneetu wa bakaji Maamu/ taatu Nyinka (Kaku) Mukuabo muntu Kena mumanya to/Mubenga kuandamuna 19 11 Est-ce que tu as mangé quelque chose avant de venir à l'école aujourd'hui ? Oui Non Ne sait pas/Refuse de répondre Ulikula kitu kidogo mbele ukuje shuleni leo ? Ndiyo Apana Sijuwi/Hakuna jibu Olyaki mwa eloko yambo ya koya na eteyelo lelo ? Iyo Te Ayebi te/Aboyi kopesa eyano Udiku mudia kantu kumpala kua kulua mu kalaasa leelu anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 21 12 Te sens-tu en sécurité lorsque que tu te rends à l'école et lorsque tu rentres ? Oui Non Ne sait pas/Refuse de répondre Unajisikia mu usalama wakati unaenda shuleni na wakati unarudia ? Ndiyo Apana Sijuwi/Hakuna jibu Ozalaka na bokengi ntango okendeke eteyelo mpe ntango ozongaka na ndako? Iyo Te Ayebi te/Aboyi kopesa eyano Kuena umvua bowa paudi uya mu kalaasa ne paudi upinguluka anyi? Eyowa To Kena mumanya to/Mubenga kuandamuna 22 13 Te sens-tu en sécurité à l'école ? Oui Non Ne sait pas/Refuse de répondre Unajisikia mu usalama wakati uko shuleni ? Ndiyo Apana Sijuwi/Hakuna jibu Ozalaka na bokengi na eteyelo ? Iyo Te Ayebi te/Aboyi kopesa eyano Kuena umvua bowa mu kalaasa anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 23 14 Est-ce que ta famille paie des frais scolaire dans cet établissement ? Oui Non Ne sait pas/Refuse de répondre Jamaa yako wanalipa makuta za masomo katika shule hili? Ndiyo Apana Sijuwi/Hakuna jibu Libota lya yo lifutaka mosolo mwa boyekoli na eteyelo eye ? Iyo Te Ayebi te/Aboyi kopesa eyano Diiku dyebe didi difuta mfualanga ya kalaasa mu tshilongelu etshi anyi? Eyowa To Kena mumanya to/Mubenga kuandamuna 24 15 Qu'est-ce que le directeur/la directrice fait lorsque tu n’as pas payé les frais scolaires ? Il ne fait rien Il me renvoie à la maison Il me gronde Il ne me donne pas de notes ou de bulletin Il me donne davantage de travail à l'école Il me demande de m'asseoir dans un coin Il me frappe Autre Ne sait pas/Refuse de répondre Nini ambayo Kihongonzi ya masomo anafanyaka wakati haulipe makuta za masomo? Hawafanyake kitu Ananirudishaka nyumbani Ananitombokeyaka Anakatalaka kunipatiya Ananipatiyaka ma kazi za kufanya ma Ananitumaka pembeni Ananipigaka Ingine Sijuwi/Hakuna jibu Ni dileketele asalaka soki ofuti nayino kelasi te ? Asalaka oloko te Azongisaka ngai na ndako Asilikelake ngayi Aboyaka kopesa ngayi Apesaka ngayi mosala ya kisalo na eteyelo Atindaka ngayi kofanda na na suka ya kelasi Abeteke ngayi Eyano esusu Ayebi te/Aboyi kopesa eyano Nsthinganyi tshitu mulongeshi mukulu wenza pawudi kuyi mufuta fualanga ya kalasa? Kena wenza bualu nansha bumue Udi umpingaja nkuzu Udi untandisha Kena umpesha bipeta nansha biletin too Udi umpesha midimu ya bungi mu kalasa Udi undomba bua somba mu ditumba Udi ukuma Diandamuna dikuabo Kena mumanya to/Mubenga kuandamuna 25 16 Etais-tu absent(e) à l’école la semaine dernière ? Si oui, pourquoi ? (Ne lisez pas les réponses, entourez simplement tout ce qui convient.) Non, je n'étais pas absent(e) Oui, parce que j’étais malade Oui, parce que j’avais du travail à faire à la maison Oui, parce que je devais m'occuper d'un des membres de ma famille Oui, parce que je n'avais pas de moyen de transport ou mon moyen de transport était en retard Oui, à cause du mauvais temps Oui, à cause d’une urgence Oui, parce que c'était trop dangereux d'aller à l'école Oui, parce que c'était trop dangereux d'être à l'école Oui, parce que je m’étais réveillé(e) en retard Oui, parce que je n’avais pas trouvé mon uniforme ou parce que mon uniforme n'était pas prêt le matin Oui, parce que le maitre/la maîtresse et les autres élèves me maltraitent à l'école Oui, pour une autre raison Ne sait pas/Refuse de répondre Kuna wakati haukufike shuleni juma jana ? Kama ndiyo, kwa nini haukufika? Hapana, sikushindia Ndiyo, kwa sababu nilikuwa mgonjwa Ndiyo, kwa sababu nilikuwa na kazi ya kufanya nyumbani Ndiyo, kwa sababu nilikuwa na yakufanya na wandugu ya jamaa Ndiyo, kwa sababu sikupate makuta ya tiketi ao makuta yangu ya tiketi ilifika nyuma Ndiyo, kwa sababu ya wakati mbaya Ndiyo, kwa sababu kulikuwa lazima Ndiyo, kwa sababu kulikuwa shida ya kuenda shuleni Ndiyo, kwa sababu ni vigumu kukuwa shuleni Ndiyo, kwa sababu nililamuka nyuma ya saa Ndiyo, kwa sababu sikupate nguo yangu ao kwa sababu nguo yangu haikukuwa tayari busubui Ndiyo, kwa sababu walimu na wanafunzi wengine wananikamata vibaya shuleni Ndiyo, kwa sababu ya mambo mengine (kufafanua) Sijuwi/Hakuna jibu Ozangaki kelasi mposo eleki ? Soki iyo, ozangaki mpo na nini ? Te, nazangi te Iyo, nazalaki kobele/nabeleki lyo, nazalaki na mosala (mwa kosala) na ndako lyo,nasengelaki kobatela (kokengele) moi-libota lya ngai moko lyo, nazangaki motuka to motuka moyaki sima lyo, likolo lizalaki malamu te (mbula) Iyo, mpo na likambo lyoko lya mbalakaka lyo, kokende eteyelo ezalaki likama lyo, kozala na (kati ya) eteyelo ezali likama makasi Iyo, nalamukaki noki te Iyo, namonoki (inifome) elemba ya ngai te to (inifome) to elamba ya ngai ezalaki malamu te na ntongo lyo, Molakisi mpe bayekoli basusu banyokoloko ngai na eteyelo lyo, mpo na ntina esusu Ayebi te/Aboyi kopesa eyano Uvua kuyi mubuela mu kalaasa lumingu ludi lupite kunyima anyi ? Piikalaye muambe ne mmomu, uvua mushaaladile tshinganyi ? To, tshivwa mushaale Eyowa, bualu mvua nsaama Eyowa, bualu mvua ne mudimu wa kwenza ku mbelu Eyowa, bualu mvua ne tshia kutangila umwe wa mu diiku dianyi Eyowa, bualu tshivua ne mushindu wa Iwendu to anyi uvua mulwa ne lujooku Eyowa, bua kuulu kubi Eyowa, bua bualu bua tshimpitshimpi Eyowa, bualu bivwa njiu munene bua kuya mu kalaasa Eyowa, bualu bivwa njiu munene bua kuikala mu kalaasa Eyowa, ndi mujuke ku tulu ne lujooku Eyowa, bualu tshivwa mumone tshilamba tshianyi tshia kalaasa anyi tshilamba tshanyi tshia kalaasa katshivua pabuipi mu dinda to Eyowa, bualu balongeshi ne balongi bakwabo badi bangangata bibi mu kalaasa Bualu bukuabo Kena mumanya to/Mubenga kuandamuna 26 17 Es-tu arrive(e) en retard la semaine dernière ? Si oui, pourquoi étais-tu en retard ? (Ne lisez pas les réponses, entourez simplement tout ce qui convient.) Non, je ne suis pas arrivé(e) en retard la semaine dernière Oui, parce que j’étais malade Oui, parce que j’avais du travail à faire à la maison Oui, parce que je devais m'occuper d'un des membres de ma famille Oui, parce que je n'avais pas de moyen de transport ou mon moyen de transport était en retard Oui, à cause du mauvais temps Oui, à cause d’une urgence Oui, parce que c'est trop dangereux d'aller à l'école Oui, parce que c'est trop dangereux d'être à l'école Oui, parce que je me suis réveillé(e) en retard Oui, parce que je ne trouvais pas mon uniforme ou parce que mon uniforme n'était pas prêt le matin Oui, parce que le maitres/la maîtresses et les autres élèves me maltraitent à l'école Oui, pour une autre raison Ne sait pas/Refuse de répondre Ulifika nyuma juma jana ? Kama ndiyo, juu ya nini ulifika nyuma ? Apana, sikufika nyuma juma jana Ndiyo, kwa sababu nilikuwa mgonjwa Ndiyo, kwa sababu nilikuwa na kazi ya kufanya nyumbani Ndiyo, kwa sababu ninapashwa kuangalia ndugu moja wa jamii Ndiyo, kwa sababu sikupata makuta ao nginsi ilikuwa nyuma Ndiyo, kwa sababu ya wakati mbaya Ndiyo, kwa sababu ya lazima Ndiyo, kwa sababu ni vigumu kuenda shuleni Ndiyo, kwa sababu ni vigumu kukuwa shuleni Ndiyo, kwa sababu nililamuka nyuma Ndiyo, kwa sababu sikuone nguo yangu ao sababu nguo yangu haikukuwe tayari busubui Ndiyo, kwa sababu walimu wanaume/walimu wanawake na wanafunzi wengine wananikamata vibaya shuleni Ndiyo, ingine Sijuwi/Hakuna jibu Mposo eleki okomaki sima/letale ? Soki iyo, mpo na nini okomaki sima/letale ? Te, mposo eleki nakomaki sima te lyo, nabeleki/nazalaki kobele Iyo, nazalaki na mosala (mwa kozala) na ndako lyo, nasengelaki kobatela (kokengele) moi-libota lya ngai moko Iyo, nazangaki motuka to motuka moyaki sima Iyo, likolo lizalaki malamu te (mbula) lyo, mpo na likambo lyoko lya mbalakaka Iyo, kokende eteyelo ezalaki likama Iyo, kozala na (kati ya) eteyelo ezali likama makasi lyo, nalamukaki noki te Iyo, namonoki (inifome) elemba ya ngai te to (inifome) to elamba ya ngai ezalaki malamu te na ntongo lyo, Molakisi mpe bayekoli banyokoloko ngai na eteyelo Iyo, mpo na ntina esusu Ayebi te/Aboyi kopesa eyano Udi mufike kunyima lumingu lupite anyi ? Piikalaye muitabe ne eyowa, bua tshinyi uvua mufike kunyima? To, tshiena mufika kunyima lumingu lupita Eyowa, mvua nsaama Eyowa, bualu mvvua ne mudimu wa kuenza ku mbelu Eyowa, bualu mvua ne tshia kutangila bena mu diiku dyanyi Eyowa, bualu tshivwa ne mushindu wa luendu to anyi uvua muluane lujooku Eyowa, bua kuulu kubi Eyowa, bua bualu bua tshimpitshimpi Eyowa, bualu bivua njiu minene bua kuya mu kalaasa Eyowa, bualu bivwa njiu munene bua kwikala mu kalaasa Eyowa, ndi mujuke ku tulu ne lujooku Eyowa, bualu tshivua mumone tshilamba tshianyi tshia kalaasa anyi tshilamba tshinyi tshia kalaasa katshivua pabwupi mu dinda to Eyowa, bualu balongeshi ne balongi bakuabo badi bangangata bibi mu kalaasa Eyowa, bua bualu bukuabo Kena mumanya to/Mubenga kuandamuna 27 18 Que fait le maitre ou la maitresse normalement lorsqu'un élève arrive en retard ? (Ne lisez pas les réponses, entourez simplement tout ce qui convient.) II/elle ne fait rien II/elle parle à l'élève mais ne le gronde pas II/elle gronde l'élève II/elle fait sortir l'élève de la classe II/elle frappe l'élève II/elle envoie l'élève au coin de la classe II/elle demande à l’enfant de se mettre à genoux Autre Ne sait pas/Refuse de répondre Nini ambayo mwalimu anafanya wakati mwanafunzi anafika nyuma ? Hawafanye kitu Anaongea na mwanafunzi lakini hakumutombikea Anatombokea mwanafunzi Anamtosha mwanafunzi nje ya darasa Anampiga mwanafunzi Anamtuma mwanafunzi pembeni Anamuambia mwanafunzi apige magoti Ingine Sijuwi/Hakuna jibu Molakisi asalaka nini soki moyekoli ayei sima ? Asalaka eloko yoko te Asololaka na moyekoli kasi asilikaka na ye te Asilikaka na moyekoli Abimisaka moyekoli na kelasi Abetaka moyekoli Atindaka moyekoli na suka ya kelasi Afukamisaka moyekoli (atindaka moyekoli afukama) Eyano esusu Ayebi te/Aboyi kopesa eyano Tshinganyi tshidi mulongeshi wenza pa tshiibidilu padi mulongi ufika ne lujooko mu kalaasa? Kena wenza bualu nansha bumue Udi wakula nende, kadi kayi umutandisha to Udi untandisha Udi upatula mulongi mu kalaasa Udi ukuma mulongi Udi utuma mulongi mu ditumba Udi wambila mulongi bua atua binu Dyandamuna dikuabo Kena mumanya to/Mubenga kuandamuna 29 19 En dehors des livres scolaires, est-ce que tu as des livres que tu peux lire à la maison ? Oui Non Ne sait pas/Refuse de répondre Nyuma ya vitabu vya masomo, una vitabu vingine ambavyo unaweza kusoma nyumbani? Ndiyo Apana Sijuwi/Hakuna jibu Longola buku ya kelasi, ozali na buku isusu okoki kotanga na ndako ? Iyo Te Ayebi te/Aboyi kopesa eyano Pa kumbusha mikanda ya mu kalaasa, udiku ne mikanda iudi mua kubala ku nzubu anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 30 20 Pendant la semaine, combien de fois as￾tu lu à haute voix à quelqu'un d'autre à la maison ? Non, jamais Une fois par semaine Plusieurs fois par semaine Tous les jours Ne sait pas/Refuse de répondre Katika juma, ni mara ngapi unasoma kwa sauti kubwa kwa mtu mwingine kunyumba ? Apana; Hata kidogo Mara moja kwa juma Mara nyigi kwa juma Siku zote Sijuwi/Hakuna jibu Na mposo yoko, mbala boni otangelaka na mongongo makasi moto moko na ndako? Te, mokolo moko te Mbala yoko na mposo Mbala nzike na mposo Mikolo minso Ayebi te/Aboyi kopesa eyano Mu lumingu, misangu bungi munyi iwutu ubadila muntu mukuabu ne diyi dikole ku mbelu ? To, kashidi Musangu umue ku lumingu Misangu ya bungi ku lumingu Matuku onso Kena mumanya to/Mubenga kuandamuna 31 21 Pendant la semaine, est-ce que quelqu'un lit pour toi des histoires à la maison ? Si oui, combien de fois ? Non, jamais Une fois par semaine Plusieurs fois par semaine Tous les jours Ne sait pas/Refuse de répondre Ndani ya juma, kuna mtu ambaye anakusomea hadisi nyumbani ? Kama ndiyo, mara ngapi? Apana; Hata kidogo Mara moja kwa juma Mara nyigi kwa juma Siku zote Sijuwi/Hakuna jibu Na mposo, moto moko atangelaka yo buku na ndako ? Soki iyo, mbala boni ? Te, mokolo moko te Mbala yoko na mposo Mbala nzike na mposo Mikolo minso Ayebi te/Aboyi kopesa eyano Munkatshi mwa lumingu, muntu kampanda utu ukubadila mikanda ku nzubu anyi ? To, kashidi Musangu umue ku lumingu Misangu ya bungi ku lumingu Matuku onso Kena mumanya to/Mubenga kuandamuna 32 22 Est-ce que vous avez l'électricité à la maison ? Oui Non Ne sais pas/Refuse de répondre Muna moto wa umeme nyumbani? Ndiyo Apana Sijuwi/Hakuna jibu Bozali na lotiliki na ndako ? Iyo Te Ayebi te/Aboyi kopesa eyano Nudi ne nzembu ku mbelu anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 33 23 Est-ce que ta famille a une radio ? Oui Non Ne sais pas/Refuse de répondre Jamaa yako ina radio? Ndiyo Apana Sijuwi/Hakuna jibu Libota Iya yo lizali na "radio" ? Iyo Te Ayebi te/Aboyi kopesa eyano Diku diebe didi ne tshisanji tshia aladyoo anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 34 24 Est-ce que ta famille a une télévision ? Oui Non Ne sais pas/Refuse de répondre Jamaa yako ina télévision ? Ndiyo Apana Sijuwi/Hakuna jibu Libota lya yo lizali na televizyo? Iyo Te Ayebi te/Aboyi kopesa eyano Diku diebe didi ne tshisanji tshidi tshi leja bindidimbi anyi? Eyowa To Kena mumanya to/Mubenga kuandamuna 35 25 Est-ce que ta famille a une voiture ou moto ? Oui Non Ne sais pas/Refuse de répondre Jamaa yako ina gari au pikipiki ? Ndiyo Apana Sijuwi/Hakuna jibu Libota lya yo lizali na vwatili/moto ? Iyo Te Ayebi te/Aboyi kopesa eyano Diku diebe didi ne mashinyi a kuendela anyi tshitukutuku anyi? Eyowa To Kena mumanya to/Mubenga kuandamuna 36 26 Est-ce que ta famille a un vélo ? Oui Non Ne sais pas/Refuse de répondre Jamaa yako ina kinga? Ndiyo Apana Sijuwi/Hakuna jibu Libota lya yo lizali na velo to kinga? Iyo Te Ayebi te/Aboyi kopesa eyano Diiku diebe didi ne dikalu anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 37 27 Est-ce que ta famille a une cuisine à l'intérieur de la maison ? Oui Non Ne sais pas/Refuse de répondre Jamaa yako ina mafiga ndani ya nyumba ? Ndiyo Apana Sijuwi/Hakuna jibu Llbota Iya yo lizali na kuku na kati ya ndako ? Iyo Te Ayebi te/Aboyi kopesa eyano Diiku diebe didi ne tshikuku munda mua nzubu anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 38 28 Est-ce que ta famille a un ordinateur ? Oui Non Ne sais pas/Refuse de répondre Jamaa yako ina ordinateur ? Ndiyo Apana Sijuwi/Hakuna jibu Libota lya yo lizali na odinatele? Iyo Te Ayebi te/Aboyi kopesa eyano Diiku diebe didi ne tshiamua tshia kufunda natshi mikanda anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 39 29 Est-ce que ta famille a un frigo ? Oui Non Ne sais pas/Refuse de répondre Jamaa yako ina frigo? Ndiyo Apana Sijuwi/Hakuna jibu Libota lya yo lizali na filigo ? Iyo Te Ayebi te/Aboyi kopesa eyano Diiku diebe didi ne tshiamua tshitu tshilama mashika (firko) anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 40 30 Est-ce que ta famille a un téléphone ? Oui Non Ne sais pas/Refuse de répondre Jamaa yako ina telefoni? Ndiyo Apana Sijuwi/Hakuna jibu Libota Iya yo lizali na telefone? Iyo Te Ayebi te/Aboyi kopesa eyano Diiku diebe didi kamua ka kuakula nako anyi? Eyowa To Kena mumanya to/Mubenga kuandamuna 41 31 Quel type de toilettes ta famille utilise à la maison ? (Lisez les possibilités de réponses à haute voix.) Pas de toilettes Latrine à fosse hors de la maison Toilette à chasse hors de la maison Toilette à chasse dans la maison Autre Ne sait pas/Refuse de répondre Ni WC/choo ya aina gani jamaa yako inatumiya kunyumba ? Hakuna choo Choo inje ya nyumba Choo ndani ya nyumba Sijuwi/Hakuna jibu Libota lya yo lizali na zongo ya lolenge kani libota na yo esalelaka na ndako ? Zongo ezali to Zongo ya libanda Zongo na kati ya ndako Ayebi te/Aboyi kopesa eyano Kumba ya mushindu kayi inudi nayi kuenu ? Kakuena nkumba Kumba wa pambelu Kumba wa mu nzubu Kena mumanya to/Mubenga kuandamuna 44 32 Est-ce que ta mère sait lire ? Oui Non Ne sait pas/Refuse de répondre Mama yako anajua kusoma ? Ndiyo Apana Sijuwi/Hakuna jibu Mama wa yo ayebi kotanga ? Iyo Te Ayebi te/Aboyi kopesa eyano Mamuebe udi mumanya kubala anyi ? Eyowa To Kena mumanya to/Mubenga kuandamuna 45 33 Est-ce que ton père sait lire ? Oui Non Ne sait pas/Refuse de répondre Baba yako anajua kusoma ? Ndiyo Apana Sijuwi/Hakuna jibu Tata wa yo ayebi kotanga ? Iyo Te Ayebi te/Aboyi kopesa eyano Tatuebe udi mumanya kubala anyi? Eyowa To Kena mumanya to/Mubenga kuandamuna ............................................................................................ ............................................................................................. ............................................................................................ .............................................................................................. .............................................................................................. ........................................................................................... ............................................................................................... .......................................................... ................................. ........................................................................................... ........................................................................................... .............................................................................................. ......................................................................................... .............................................................................................. .......................................................... Endline Teacher Questionnaire • Les enseignants sélectionnés pour cet entretien doivent impérativement enseigner le français en 4e année ou une langue nationale (lingala, kiswahili ou tshiluba) en 2e année. • Demandez à l'enseignant(e) de répondre à chacune des questions à l'oral, comme dans un entretien. • Ne lisez pas les possibilités de réponses à l'enseignant(e) à moins que les consignes ne vous demandent de le faire. • Attendez que l'enseignant(e) réponde à chacune des questions puis choisissez la réponse qui correspond le mieux à sa réaction. • Pour la plupart des questions, une seule réponse est autorisée. Les consignes indiquent les exceptions. Formulaire de consentement de l'enseignant(e) (à lire à voix haute à l'enseignant(e)) Bonjour, je m'appelle ___________________________. • Mes collègues et moi menons des évaluations des compétences en lecture des élèves de deuxième et quatrième année dans des établissements ciblés. • Dans le cadre de nos recherches, nous recueillons également des informations sur la gestion des établissements scolaires pour en savoir plus sur les conditions et les pratiques qui peuvent avoir un effet sur les compétences en lecture des élèves. • Cet établissement a été sélectionné au hasard pour participer à cette étude. Votre participation est très importante mais vous n'êtes pas tenu(e) de participer à l'étude si vous ne souhaitez pas le faire. • Si vous acceptez de participer à cette étude, je vous poserai quelques questions sur vos activités normales à l'école. Cela devrait prendre environ 15 à 20 minutes. • Votre nom ne sera PAS inscrit sur le formulaire et ne sera mentionné nulle part dans les données du sondage. Les résultats de cette évaluation seront remis au Ministère de l'enseignement primaire, secondaire et professionnel, aux bailleurs de fonds et à d'autres acteurs du secteur éducatif. Ils utiliseront les résultats pour identifier les domaines dans lesquels un soutien supplémentaire peut être nécessaire pour améliorer les compétences en lecture dans les classes du primaire. Les informations fournies lors des entretiens avec les enseignants seront anonymes et ne seront pas soumises à l'établissement. Elles seront plutôt combinées avec les résultats du sondage de nombreux autres établissements. • Nous pensons que vous ne courez aucun risque en participant à cette recherche. • Vous ne profiterez pas à titre personnel de la participation à cet entretien. Toutefois, vos réponses seront utilisées pour aider à soutenir l'amélioration de l'apprentissage de la lecture dans les classes du primaire en République Démocratique du Congo. • Encore une fois, vous n'êtes pas obligé(e) de participer à l'étude si vous ne souhaitez pas le faire. Une fois que nous aurons commencé, si vous préférez ne pas répondre à certaines questions, ce n'est pas un problème. Souhaitez-vous participer à l'étude ? Consentement donné par l'enseignant(e) (entourez la réponse qui convient pour indiquer que le consentement a été donné) : OUI NON 2015 2019 1. 1 Sexe Homme 0 Femme 1 2. 2 Quelle est votre langue maternelle ? Français 1 Lingala 2 Swahili 3 Tshiluba 4 Autre: 5 Ne sait pas/Sans réponse -8 3. 3 Quel est votre niveau d’études ? Diplôme de l'enseignement secondaire 1 Graduat 6 Licence 7 Master 3 Doctorat 4 Autre : 5 Ne sait pas/Sans réponse -8 ........................................................................................... ................................. ....................................................................................... ....................................................................................... .................................................................................... ............................................................................................... .......................................................... ................................................................................ ........................................................ ................................................................ .......................................................... ......................................................................... .......................................... ...... .......................................................... ............................................................................................... ............................................................................... .............................................................................................. .................................................................... ............................................................................... .......................................................... .................................................................................................. .................................................................................................... .......................................................... .................................................................................................. .................................................................................................... .......................................................... ................................................................................... ............................................. ..................................................................... .......................................................... .................................................................................................. .................................................................................................... .......................................................... ............................................................................................ .............................................................................................. .............................................................................................. ........................................................................................... .............................................................................................. .......................................................... .................................................................................................. .................................................................................................... .......................................................... .................................................................... .............................................. ......................................... ........................................... ................................................................................................ .......................................................... .................................................................................................. .................................................................................................... .......................................................... 4. 4 Quelle est votre qualification d’enseignement ? Aucune 0 Diplôme de l'enseignement secondaire 1 D4A D4N 2 D6A D6N 3 Graduat G3 4 Autre: 5 Ne sait pas/Sans réponse -8 5. 5 Pour ce qui est des salaires, êtes-vous mécanisé(e) et payé(e) ? Non mécanisé 0 Mécanisé(e) et non payé(e) 1 ➔ Si non payé (0 ou 1), passez à la question 8 Mécanisé(e) et payé(e) 2 Ne sait pas/Sans réponse -8 6. 6 Habituellement, comment recevez￾vous votre salaire ? Le reçoit à l’école 1 Le reçoit en personne à la banque 2 Le reçoit automatiquement dans son compte bancaire 3 Ne sait pas/Sans réponse -8 7. 7 Êtes-vous payé(e) à temps ? Jamais 0 Presque jamais 1 Parfois 2 La plupart du temps 3 Tout le temps 4 Ne sait pas/Sans réponse -8 8. 8 Au cours de votre formation initiale, avez-vous été formé(e) à la didactique de la lecture (c.-à-d. comment enseigner la lecture) ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 ➔ Si Q4 = 0, ne pas demander 9. 9 Avez-vous déjà suivi une formation continue portant sur la didactique de la lecture (c.-à-d. comment enseigner la lecture) ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 ➔ Si non, passez à la question 12 10 Qui a organisé la dernière formation continue portant sur la didactique de la lecture que vous avez reçu ? (Sélectionnez toutes les réponses qui s’appliquent) ACCELERE ! 0 Ministère de l’éducation (MEPSP) 1 Une autre structure 2 Ne sait pas/Sans réponse -8 10. 11 Pensez-vous que vous avez été en mesure d'utiliser ce que vous avez appris lors des formations continues sur la didactique de la lecture dans votre classe ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 12 En quelle langue enseignez-vous principalement la lecture aux élèves ? Français 1 Lingala 2 Swahili 3 Tshiluba 4 Autre : 5 Ne sait pas/Sans réponse -8 13 Pour l’année scolaire 2018-2019, avez-vous reçu le guide de l’enseignant du projet ACCELERE !? Non 0 ➔ Si non, passez à la question 17 Oui 1 Ne sait pas/Sans réponse -8 14 Quand l’avez-vous reçu ? Pendant la formation 0 Durant le 1er trimestre (jan-déc) 1 Durant le 2ème trimestre (jan-mars) 2 Durant le 3ème trimestre (avr-juin) 3 Autre 4 Ne sait pas/Sans réponse -8 15 Avez-vous été en mesure d'utiliser le guide de l’enseignant ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 ➔ Si non, passez à la question 17 ....................................................... .................................................................. .................................................................. ................................... .......................................................... .................................................................................................. .................................................................................................... .......................................................... .................................................................... .............................................. ......................................... ........................................... ................................................................................................ .......................................................... .................................................................................................. .................................................................................................... .......................................................... ....................................................... .................................................................. .................................................................. ................................................................................... .......................................................... .................................................................................................. .................................................................................................... ***** .......................................................... ................................................................................... ***** .......................................................... ................................................................................... .......................................................... .................................................................................................. .................................................................................................... .......................................................... .......................................................... .................................................................................................. .................................................................................................... .......................................................... .......................................................... .......................................................................................... ***** .......................................................................................... ***** .......................................................... ***** ***** .......................................................... 16 Combien de fois par semaine l’avez￾vous utilisé pour enseigner la lecture durant l’année scolaire 2018-2019 ? Moins de 1 fois par semaine 0 1 à 2 fois par semaine 1 3 à 4 fois par semaine 2 Chaque jour (5 ou 6 fois par semaine) 3 Ne sait pas/Sans réponse -8 17 Pour l’année scolaire 2018-2019, vos élèves ont-ils reçu des livrets de lecture du projet ACCELERE !? Non 0 ➔ Si non, passez à la question 21 Oui 1 Ne sait pas/Sans réponse -8 18 Quand vos élèves ont-ils reçu ces livrets ? Pendant la formation 0 Durant le 1er trimestre (jan-déc) 1 Durant le 2ème trimestre (jan-mars) 2 Durant le 3ème trimestre (avr-juin) 3 Autre 4 Ne sait pas/Sans réponse -8 19 Avez-vous reçu suffisamment de livrets pour les élèves ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 20 Combien de fois par semaine vos élèves ont-ils utilisé ces livrets durant l’année scolaire 2018-2019 ? Moins de 1 fois par semaine 0 1 à 2 fois par semaine 1 3 à 4 fois par semaine 2 Chaque jour 3 Ne sait pas/Sans réponse -8 21 Est-ce que vos élèves partent chez eux avec des livres de lecture ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 J'aimerais maintenant vous poser quelques questions sur votre classe et les élèves que vous avez cette année. 11. 22 Dans votre classe, offrez-vous des cours à des élèves de plusieurs classes/niveaux en même temps (c.-à￾d. classe multigrade) ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 12. 23 Combien y a-t-il de garçons inscrits dans cette classe ? Garçons Ne sait pas/Sans réponse -8 13. 24 Combien y a-t-il de filles inscrites dans cette classe ? Filles Ne sait pas/Sans réponse -8 14. 25 Combien de garçons de votre classe sont des redoublants ? Garçons Ne sait pas/Sans réponse -8 15. 26 Combien de filles de votre classe sont des redoublantes ? Filles Ne sait pas/Sans réponse -8 16. 27 Lors d'une journée normale, combien y a-t-il d'absents ? Nous définissons « absent » comme étant un élève qui n’est pas en classe pour toute la journée. Ne sait pas/Sans réponse -8 17. 28 Lors d'une journée normale, combien y a-t-il de retardataires ? Nous définissons « retardataire » comme étant un élève qui arrive au moins 15 minutes après le début du premier cours. Ne sait pas/Sans réponse -8 18. 29 Lorsqu'il fait mauvais temps (c.-à-d. intempéries), êtes-vous en mesure de continuer à enseigner dans votre salle de classe ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 Je souhaiterais désormais vous poser quelques questions sur l'encadrement que vous recevez de la part du directeur/directrice de l'école ou de son adjoint(e). .................................................................................................. .................................................................................................... .......................................................... .............................................................................. ........................................................... ....................................................... .......................................................................... ........................................... ................................................................... ................................................................................ .......................................................... .......................................................... ............................. ............ ... ............................................. ............................................. .. ............................................................................................... ......................... .......................................................... ............................................................................................... .............................................................................. ........................................................... ....................................................... .......................................................................... ........................................... ................................................................... ................................................................................ .......................................................... .................................................................................................. .................................................................................................... .......................................................... .......................................................................... ....................................................................... ....................................................................................... .......................................................... ............................................................................................... .............................................................................. ........................................................... ....................................................... .......................................................................... ........................................... ................................................................... .......................................................... ............................................................................................... .............................................................................. ........................................................... ....................................................... .......................................................................... ........................................... ................................................................... ................................................................................ .......................................................... 19. 30 Est-ce que le directeur/la directrice de l'école ou son adjoint(e) contrôle vos fiches de préparation de leçons et votre journal de classe ? Non 0 ➔ Si non, passez à la question 32 Oui 1 Ne sait pas/Sans réponse -8 ➔ Si l'enseignant(e) ne sait pas ou refuse de répondre, passez à la question 32 20. 31 Combien de fois au cours de l'année scolaire est-ce que les plans de leçon sont contrôlés ? Une fois par an 1 Une fois tous les six mois 2 Une fois tous les 2 à 3 mois 3 Une fois par mois 4 Une fois toutes les deux semaines 5 Une fois par semaine 6 Tous les jours 7 Ne sait pas/Sans réponse -8 21. 32 Lorsque vous avez besoin d'aide en pédagogie, à qui vous adressez-vous ? Je n'ai jamais besoin d'aide 0 Il n'y a personne à qui demander de l'aide 1 J'organise des réunions avec les autres enseignants 2 Je discute de temps à autres avec les autres enseignants 3 Le directeur/directrice de l'école 4 Le directeur/directrice adjoint(e) 5 Je cherche conseil auprès du directeur/ la directrice pédagogique ou du spécialiste de la matière en question 6 Autre: 7 Au mobilisateur de lecture de ACCELERE ! 8 Ne sait pas/Sans réponse -8 22. 33 Pendant l'année scolaire 2018-2019, est-ce que le directeur/la directrice de l'école ou son adjoint(e) ont observé vos cours, si oui souvent ? Jamais 0 ➔ Si non, passez à la question 36 Une fois par an 1 Une fois tous les six mois 2 Une fois tous les 2 à 3 mois 3 Une fois par mois 4 Une fois toutes les deux semaines 5 Une fois par semaine 6 Tous les jours 7 Ne sait pas/Sans réponse -8 23. 34 Après une observation du directeur/la directrice, est-ce qu'il ou elle vous donne son avis sur la manière d'améliorer votre enseignement ? Non 0 ➔ Si non, passez à la question 36 Oui 1 Ne sait pas/Sans réponse -8 24. 35 Est-ce que ses conseils sont utiles ? Pas du tout utiles 0 Quelque peu utiles 3 Très utiles 4 Ne sait pas/Sans réponse -8 25. 36 Durant l'année scolaire 2018-2019, est-ce qu’un inspecteur du Ministère de l’éducation (EPSP) est venu vous inspecter ? Si oui, combien de fois ? Jamais 0 Une fois par an 1 Une fois tous les six mois 2 Une fois tous les 2 à 3 mois 3 Une fois par mois 4 Une fois toutes les deux semaines 5 Une fois par semaine 6 Ne sait pas/Sans réponse -8 37 Est-ce qu’un mobilisateur de lecture du projet ACCELERE ! a observé vos cours, si oui, combien de fois ? Jamais 0 ➔ Si non, passez à la question 40 Une fois par an 1 Une fois tous les six mois 2 Une fois tous les 2 à 3 mois 3 Une fois par mois 4 Une fois toutes les deux semaines 5 Une fois par semaine 6 Tous les jours 7 Ne sait pas/Sans réponse -8 .................................................................................................. .................................................................................................... .......................................................... .......................................................................... ....................................................................... ....................................................................................... .......................................................... ............................................................................ ........................................................................ ................................................................................ .......................................................... ...................................................................... ....................................................................... ............................................................................. ................................................... ........................................................ ............................................................................................. .......................................................... ......... ............................................................................................ ....................................... .............................................. ............................................................................................... .......................................................... ............................................................................................... ................................................................................. ........................................................................................ ................................................................................................. .......................................................... - .................................................................................................. .................................................................................................... .......................................................... .......................................................................................... .......................................................................................... .......................................................................................... .................................................. .......................................................... .......................................................................................... .......................................................................................... .......................................................................................... .................................................. .................................................................................................. .................................................................................................... ....................................................... .................................................................................................. .................................................................................................... .......................................................... .................................................................................................. .................................................................................................... .......................................................... ............................................................................. ........................................... .......................................................................... ............................................................... .......................................................... 38 Après une observation du mobilisateur de lecture, est-ce qu'il ou elle vous donne son avis sur la manière d'améliorer votre enseignement ? Non 0 ➔ Si non, passez à la question 40 Oui 1 Ne sait pas/Sans réponse -8 39 Est-ce que ses conseils sont utiles ? Pas du tout utiles 0 Quelque peu utiles 3 Très utiles 4 Ne sait pas/Sans réponse -8 Je souhaiterais maintenant vous poser quelques questions sur la manière dont vous évaluez et suivez les progrès de vos élèves. 26. 40 Comment mesurez-vous les progrès scolaires de vos élèves ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.] Contrôles écrits 1 Évaluations à l'oral 2 Interrogations 3 Dossiers et autres projets 4 Devoirs à la maison 5 Débat/participation 6 Fiches de travail 7 Évaluation de fin de trimestre 8 Évaluation de fin de l’année 9 Autre: 10 Ne sait pas/Sans réponse -8 27. 41 Comment est-ce que vous utilisez les résultats des évaluations orales et écrites dans votre enseignement ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.] Notation des élèves dans le cahier ou fiche de cotes 1 Évaluation de la compréhension qu'ont les élèves de la matière 2 Planification d'activités pédagogiques 3 Adaptation de l'enseignement de manière à mieux répondre aux besoins des élèves 4 Autre: 5 Ne sait pas/Sans réponse -8 28. 42 Dans votre classe, combien de parents/personnes suivent les devoirs des enfants à domicile ? Aucun 0 Quelques-uns 1 La plupart 2 Tous 3 Ne sait pas/Sans réponse 8 29. 43 Dans l'ensemble, êtes-vous satisfait(e) de la participation des parents au travail scolaire de leurs enfants ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 30. 44 A partir de quelle classe pensez-vous que les élèves doivent pouvoir lire couramment (décoder et comprendre) des textes courts et simples ? 1e année 1 2e année 2 3e année 3 4e année ou classe supérieure 4 Ne sait pas/Sans réponse -8 31. 45 A partir de quelle classe pensez-vous que les élèves doivent pouvoir écrire avec confiance ? 1e année 1 2e année 2 3e année 3 4e année ou classe supérieure 4 Ne sait pas/Sans réponse -8 J'aimerais maintenant vous poser quelques questions sur la sécurité à l'école. 32. 46 Vous sentez-vous en sécurité à l'école ? Non 0 Oui 1 Ne sait pas/Sans réponse 888 33. 47 Vous sentez-vous en sécurité lorsque que vous vous rendez à l'école et lorsque vous repartez ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 34. 48 Pensez-vous que les élèves sont en sécurité à l'école ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 35. 49 Au cours de la semaine passée, combien de fois avez-vous été témoin de violence physique entre les élèves de votre établissement ? Aucune (0 fois) 0 Quelques fois pendant la semaine 5 Une fois par jour 3 Plus d'une fois par jour 4 Ne sait pas/Sans réponse -8 ...... .............................................. ............................................... ...................................................................... ................................................................ ................................... ……………………………… ........................................... ........................................................................... .......................................................... 36. 50 En cas de dispute ou de combat entre élèves de votre classe, comment gérez-vous la situation ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.] Je ne fais rien/je ne fais pas attention à ce qui se passe 0 Je communique avec la direction 1 Je communique avec les parents 2 Je parle aux élèves qui se disputent et je tente de leur donner des conseils 3 Je donne davantage de travail/devoirs à la maison aux élèves qui se disputent 4 Je discipline les élèves qui se disputent 5 J’applique le règlement scolaire 6 J'ai recours au châtiment corporel 7 Autre (précisez) 8 Ne sait pas/Sans réponse -8 Merci beaucoup ! .. ........................................................................................ ........................................................................................ .......................................................................... ........................................................................................... ............................................................................................. ................................................................................ .......................................................................................... .......................................................................................... ........................................................................................ ................................................................................ .................................. ........................................................................................... ............................................................................................ ............................................................................................. ......................................................................................... ............................................................................................... ........................................................... .................................................................................................. ........................................................... ........................................................... ................................................................................................... .................................................................................................. School Director Questionnaire Demandez au directeur de l’école de répondre à chacune des questions à l'oral, comme dans un entretien. Ne lisez pas les possibilités de réponses à moins que les consignes ne vous demandent de le faire. Attendez que le directeur réponde à la question puis choisissez la réponse qui correspond le mieux à sa réaction. Pour la plupart des questions, une seule réponse est autorisée. Les consignes indiquent les exceptions. Si le directeur de l'école n'est pas disponible, complétez l'entretien avec son adjoint. Bonjour, je m'appelle ___________________________. •Mes collègues et moi menons des évaluations des compétences en lecture des élèves dans des établissements ciblés. •Dans le cadre de nos recherches, nous recueillons également des informations sur la gestion des établissements scolaires pour en savoir plus sur les conditions et les pratiques qui peuvent avoir un effet sur les compétences en lecture des élèves. •Cet établissement a été sélectionné au hasard pour participer à cette étude. Votre participation est très importante mais vous n'êtes pas tenu(e) de participer à l'étude si vous ne souhaitez pas le faire. •Si vous acceptez de participer à cette étude, je vous poserai quelques questions sur vos activités normales à l'école. Cela devrait prendre environ 15 à 20 minutes. •Votre nom ne sera PAS inscrit sur le formulaire et ne sera mentionné nulle part dans les données du sondage. Les résultats de cette évaluation seront remis au Ministère de l'enseignement primaire, secondaire et professionnel, aux bailleurs de fonds et à d'autres acteurs du secteur éducatif. Ils utiliseront les résultats pour identifier les domaines dans lesquels un soutien supplémentaire peut être nécessaire pour améliorer les compétences en lecture dans les classes du primaire. Les informations fournies lors des entretiens avec les directeurs d’écoles ou leur adjoint seront anonymes. Elles seront plutôt combinées avec les résultats des autres établissements. •Nous pensons que vous ne courez aucun risque en participant à cette recherche. •Vous ne profiterez pas à titre personnel de la participation à cet entretien. Toutefois, vos réponses seront utilisées pour aider à soutenir l'amélioration de l'apprentissage de la lecture dans les classes du primaire en République Démocratique du Congo. •Encore une fois, vous n'êtes pas obligé(e) de participer à l'étude si vous ne souhaitez pas le faire. Une fois que nous aurons commencé, si vous préférez ne pas répondre à certaines questions, ce n'est pas un problème. Souhaitez-vous participer à l'étude ? 2015 2019 Question Réponses possibles 1. 1 Quel poste occupez-vous dans cet établissement ? Directeur 1 Directeur adjoint 2 2. 2 Sexe Homme 0 Femme 1 3. 3 Depuis combien de temps êtes-vous directeur/adjoint de cette école ? Moins d’un an 0 1 à 3 ans 1 4 à 6 ans 1 7 à 10 ans 1 Plus de 10 ans 1 4. 4 Quel est le diplôme le plus élevé que vous avez obtenu ? Diplôme de l'enseignement secondaire 2 Graduat 3 Licence 4 Master 6 Doctorat 7 Autre 8 Ne sait pas/Sans réponse -8 5. 5 Avez-vous suivi une formation spéciale en management (gestion) ? Si oui, êtes-vous en mesure d'utiliser cette formation en management (gestion) ? Non 0 Oui, mais je n’utilise pas ce que j'ai appris au cours de ma formation 1 Oui, j'utilise ce que j'ai appris au cours de ma formation 2 Ne sait pas/Sans réponse -8 6. 6 Depuis le début de l’année scolaire en cours, est-ce que l'école a été fermée ou y a-t-il eu des jours où il n'y a pas eu cours pendant les périodes de cours normales (en dehors des vacances et jours fériés) ? Non 0 ➔ Si non, passez à la question 9 Oui 1 Ne sait pas/Sans réponse -8 ....................................................... ***** ***** ........................................................ ............................................................................... ............................... ............................................................................ ............................................................... ......................................................................... ............................................................................... ............................................................................................... ........................................................ .................................................................................................. ................................................................................................... ........................................................ ...................................................***** ........................................................... .........................................................***** ........................................................... ...................................***** ........................................................... .....................................................***** ........................................................... ...........................***** ........................................................... ...........................***** ........................................................... ..........................................***** ........................................................... ***** ........................................................... ................................***** ........................................................... ............................................................ ............................. ........................................................................................... ……………………………………………………. ........................................................... .............................................................................................. ................................................................................ ................................................................................................. ........................................................... ......................***** ........................................................... ........................................................................ .................................................................................. ......................................................................... ........................................................... ......................................... 7. 7 Au cours du mois passé, combien de jours est-ce que l'école a été fermée ou est-ce qu'il n'y a pas eu cours ? Fourchette : 23 jours (nombre maximum de jours dans un mois de 31 jours) Nombre de jours Ne sait pas/Sans réponse 888 8. 8 Quelle était la raison de la fermeture de l'école ? [Entourez tout ce qui s'applique.] Mauvais temps 1 Inquiétude quant à la sécurité des élèves 2 Violence, conflit 3 Pas assez d'enseignants 4 Pas assez d'argent 5 Jour férié, fête 6 Autre 7 Ne sait pas/Sans réponse 888 9. 9 Est-ce que votre école utilise la vacation ? (Ça veut dire, par exemple, qu’un groupe des élèves est enseigné avant midi, et une autre est enseigné l’après-midi.) Non 0 Oui 1 Ne sait pas/Sans réponse 888 10. 10 Combien y a-t-il de garçons actuellement inscrits dans cet établissement ? Nombre de garçons ***** Ne sait pas/Sans réponse -8 11. 11 Combien y a-t-il de filles actuellement inscrites dans cet établissement ? Nombre de filles ***** Ne sait pas/Sans réponse -8 12. 12 Combien d'enseignants (hommes) travaillent actuellement dans cet établissement ? Nombres d'enseignants (hommes) Ne sait pas/Sans réponse -8 13. 13 Combien d'enseignantes (femmes) travaillent actuellement dans cet établissement ? Nombres d'enseignantes Ne sait pas/Sans réponse -8 14. 14 Au cours de cette année scolaire, combien d'enseignants de 2eme année travaillent dans cet établissement ? Nombre d'enseignants de 2eme année Ne sait pas/Sans réponse -8 22b. 15 Au cours de cette année scolaire, combien d'enseignants de 4eme année travaillent dans cet établissement ? Nombre d'enseignants de 4eme année Ne sait pas/Sans réponse -8 15. 16 Combien d'enseignants étaient absents hier (ou le dernier jour de cours en date) ? Nombre d'enseignants absents Ne sait pas/Sans réponse -8 16. 17 Combien d'enseignants sont actuellement en congé ou combien d'entre eux sont excusés et peuvent être absents ? Nombre d'enseignants en congés ou autorisés à être absentes Ne sait pas/Sans réponse -8 17. 18 Combien d'enseignants sont arrivés en retard ce matin (au moins 15 minutes après la sonnerie) ? Nombre d'enseignants retardataires Ne sait pas/Sans réponse -8 18. 19 Comment les enseignants reçoivent￾ils leurs salaires ? Ils les reçoivent à l’école 1 Ils les reçoivent en personne à la banque 2 Ils les reçoivent automatiquement dans leur compte bancaire 3 Autre 4 Ne sait pas/Sans réponse -8 19. 20 En ce qui concerne les salaires des enseignants, est-ce que les enseignants de votre établissement sont mécanisés ? Aucun 2 ➔ Si aucun, passez à la question 23 Quelques-uns 3 Tous 4 Ne sait pas/Sans réponse -8 20. 21 Dans cet établissement, combien d'enseignants sont mécanisés et payés ? Nombre d'enseignants mécanisés et payés Ne sait pas/Sans réponse -8 21. 22 À votre avis, quel impact est-ce que la mécanisation sur le rendement des enseignants ? Un impact négatif 0 Pas d'impact 1 Un impact positif 2 Ne sait pas/Sans réponse -8 22. 23 Je laisse les élèves s’occuper seules 1 ............... .............. .................................. ........................................ ............................................... ........................ ............................................................................................... ........................................................... ................................................................................. .... ......................................... .................................. .............................................................................. ............................................................................................... ........................................................... ...................................................... ......................... ....................................................................... ............................................... ......................................................................... ......................................................... ..................... ................................................ .............................................................................................. ........................................................... ...................................................... ......................... ....................................................................... ............................................... ......................................................................... ................................... ..................... ................................................ .............................................................................................. ........................................................... ............................... ......................................................................................... ................................................. ............................................................................................... ........................................................... .................................................................................................. ................................................................................................... ........................................................... ................................................................................. ..................................................... ............................................................................ ........................... ................... ..................... ............................................ ............................................................................................... ........................................................... ....................................................................... ................................................. Que faites-vous d'une classe dont l'enseignant est absent ? [Ne lisez pas les possibilités de réponse, marquez simplement les réponses du directeur de l'école/adjoint. Entourez tout ce qui s'applique.] Je donne cette classe à un(e) autre enseignant(e) 2 Je rassemble tous les élèves dans une seule classe 3 J'appelle un enseignant supplémentaire 4 Je laisse les élèves rentrer chez eux 5 J'envoie les élèves jouer dehors 6 Je répartis les élèves entre les autres classes 7 Autre 8 Ne sait pas/Sans réponse -8 23. 24 Que faites-vous lorsque vous n'êtes pas du tout satisfait(e) de la performance de l'un de vos enseignants ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.] Je ne fais rien 0 Je résous le problème directement avec l'enseignant(e) 1 J'envoie une lettre à l'enseignant(e) 2 Je soumets le problème à la hiérarchie 3 J'envoie l'enseignant(e) suivre une formation supplémentaire 4 Autre 5 Ne sait pas/Sans réponse -8 24. 25 Comment est-ce que les enseignants de cette école réagissent lorsque les élèves se comportent mal ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.] Les enseignants ne font rien 0 Ils corrigent l'élève mais ne le grondent pas 1 Ils grondent l'élève 2 Ils font sortir l'élève de la classe 3 Ils frappent l'élève 4 Ils envoient l'élève au coin 5 Ils demandent à l'élève de se mettre à genoux 6 Ils renvoient l’élève à la maison 7 Autre: 8 Ne sait pas/Sans réponse -8 25. 26 Que font les enseignants de cette école quand les élèves arrivent en classe en retard ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.] Les enseignants ne font rien 0 Ils corrigent l'élève mais ne le grondent pas 1 Ils grondent l'élève 2 Ils font sortir l'élève de la classe 3 Ils frappent l'élève 4 Ils envoient l'élève au coin de la classe 5 Ils demandent à l'élève de se mettre à genoux 6 Ils renvoient l’élève à la maison 7 Autre: 8 Ne sait pas/Sans réponse -8 26. 27 Quelle est la politique de l'école en matière de châtiment corporel ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.] Le châtiment corporel n'est pas autorisé 0 Seul le directeur de l'école peut avoir recours au châtiment corporel 1 Les enseignants peuvent avoir recours au châtiment corporel dans la salle de classe 2 Autre 3 Ne sait pas/Sans réponse -8 27. 28 Est-ce que les élèves qui sont inscrits dans cet établissement paient des frais scolaires (Minerval plus frais d’encouragement, frais techniques, les enseignants supplémentaires, les livres/documents, frais de location de manuels scolaires, frais de motivation) ? Non 0 ➔ Si non, passez à la question 30 Oui 1 Ne sait pas/Sans réponse -8 28. 29 Que faites-vous normalement lorsqu'un élève ne peut pas payer les frais requis en temps voulu ? [Ne lisez pas les possibilités de réponses, entourez simplement tout ce qui convient.] Je ne fais rien 0 Je renvoie l'élève à la maison 1 Je gronde l'élève 2 Je ne lui donne pas de notes ou de bulletin 3 Je donne davantage de travail à l'élève à l'école 4 Je demande à l'élève de s'asseoir dans un coin 5 Je recours au châtiment corporel 6 Autre 7 Ne sait pas/Sans réponse -8 29. 30 Comment savez-vous que les élèves font des progrès scolaires ? [Ne lisez J'observe les cours 1 J'effectue le suivi des résultats des élèves aux tests de niveau donnés par la direction 2 ...................................... ........................... ....................................................................................... ....... .. ................ .......................................................................................... .............................................................................................. ........................................................... .................................................................................................. ................................................................................................... ........................................................... ................................................ .................................................................................................. 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................................................................................................. ........................................................... .............................................................................................. ................................................................................ ................................................................................................. ........................................................... pas les possibilités de réponse, marquez simplement les réponses du directeur de l'école/adjoint.] J'évalue les élèves à l'oral moi-même 3 Je vérifie les devoirs des élèves moi-même 4 Les enseignants me fournissent des rapports sur le progrès des élèves 5 Je passe en revue les évaluations de fin de trimestre 6 Je reçois des informations de la part des parents 7 Je reçois des informations de la part des conseillers éducatifs 8 Autre: 9 Ne sait pas/Sans réponse -8 30. 31 Au début de l'année scolaire, est-ce que votre établissement disposait du nombre adéquat de manuels scolaires pour vos élèves, conformément à la politique du ministère en vigueur en la matière ? Non 0 Oui 1 ➔ Si oui, passez à la question 33 Ne sait pas/Sans réponse -8 31. 32 Combien de temps après le début de l'année scolaire avez-vous reçu les manuels que vous manquaient ? Nous ne les avons jamais reçus 0 1 an 1 10 à 11 mois 2 8 à 9 mois 3 6 à 7 mois 4 4 à 5 mois 5 2 à 3 mois 5 1 mois 7 2 semaines ou moins 8 Ne sait pas/Sans réponse -8 33 Pour l’année scolaire 2018-2019 est￾ce que votre établissement a reçu des livrets de lecture du projet ACCELERE ! pour les élèves ? Non 0 ➔ Si non, passez à la question 36 Oui 1 Ne sait pas/Sans réponse -8 34 Quand les avez-vous reçus ? Pendant la formation 0 Durant le 1er trimestre 1 Durant le 2ème trimestre 2 Durant le 3ème trimestre 3 Ne sait pas/Sans réponse -8 35 Avez-vous reçu suffisamment de livrets pour les élèves ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 36 Pour l’année scolaire 2018-2019 est￾ce que votre établissement a reçu des guides pour les enseignants en lecture du projet ACCELERE !? Non 0 ➔ Si non, passez à la question 42 Oui 1 Ne sait pas/Sans réponse -8 37 Quand les avez-vous reçus ? Pendant la formation 0 Durant le 1er trimestre 1 Durant le 2ème trimestre 2 Durant le 3ème trimestre 3 Ne sait pas/Sans réponse -8 38 Combien d’enseignants en 1e année ont reçu les guides de l’enseignant en lecture ? Aucun 0 Quelques-uns 1 Tous 1 Ne sait pas/Sans réponse -8 39 Combien d’enseignants en 2e année ont reçu les guides de l’enseignant en lecture ? Aucun 0 Quelques-uns 1 Tous 1 Ne sait pas/Sans réponse -8 40 Combien d’enseignants en 3e année ont reçu les guides de l’enseignant en lecture ? Aucun 0 Quelques-uns 1 Tous 1 Ne sait pas/Sans réponse -8 41 Combien d’enseignants en 4e année ont reçu les guides de l’enseignant en lecture ? Aucun 0 Quelques-uns 1 Tous 1 Ne sait pas/Sans réponse -8 .................................................................................................. ................................................................................................... ........................................................... .................................................................................................. ................................................................................................... ........................................................... ............................................................................................... ........................................................................................... .............................................................. ......................................................................... ................................................................... ........................................................... .................................................................................................. ................................................................................................... ........................................................... .................................................................................................. ................................................................................................... ........................................................... .................................................................................................. ................................................................................................... ........................................................... .................................................................................................. ................................................................................................... ........................................................... ............................................................................ ................................................................................................ ........................................................................................ .......................................................................... ............................................................... ........................................................... 32. 42 Dans l'ensemble, êtes-vous satisfait(e) du niveau de soutien que l'Association de parents d'élèves offre à l'école ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 33. 43 Dans l'ensemble, êtes-vous satisfait(e) de la participation des parents au travail scolaire de leurs enfants ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 34. 44 Au cours de l'année passée, combien de fois est-ce que votre établissement a été inspecté ou a reçu une visite de soutien de la part d’un inspecteur du ministère ? Jamais 0 Une fois 1 Plus d'une fois par mois 2 Une fois par mois 3 Une fois par semaine 4 Ne sait pas/Sans réponse -8 35. 45 Est-ce qu’il y a eu une menace pour la sûreté de, ou un incident de sûreté dans, votre établissement durant cette scolaire ou durant l’année scolaire précédente ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 36. 46 Vous sentez-vous en sécurité dans votre établissement ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 37. 47 Pensez-vous que les enseignants sont en sécurité à l'école ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 38. 48 Pensez-vous que les élèves sont en sécurité à l'école ? Non 0 Oui 1 Ne sait pas/Sans réponse -8 39. 49 Au cours de la semaine passée, combien de fois avez-vous été témoin de violence physique entre les élèves de votre établissement ? Aucune (0 fois) 0 1 fois 1 2 à 3 fois 2 Une fois par jour 3 Plus d'une fois par jour 4 Ne sait pas/Sans réponse -8 Merci beaucoup ! Classroom Observation Collecte de données préalable à l'observation 1. Quelle langue est censé être utilisé pendant cette leçon? (une seule réponse possible) français kiswahili lingala tshiluba Observation en salle de classe 3 6 9 12 15 18 21 24 27 30 Contenu de la leçon (une seule réponse possible) Lecture à haute voix (textes) Lecture silencieuse (textes) Ecriture Graphisme Comprehension à l’audition Temps de parole des élèves Grammaire Discussion de vocabulaire Pourcentage des élèves qui suivent la leçon (une seule réponse possible) La plupart des élèves suivent la leçon (plus de 50%) La plupart des élèves ne suivent pas la leçon (moins de 50% suivent la leçon) Action de l'enseignant(e) (une seule réponse possible) Parle/explique Écrit au tableau Montre un exemple aux élèves Fait répéter la classe toute entière Fait répéter les élèves individuellement Pose des questions aux élèves/répond aux questions des élèves Aide les élèves Suit les élèves et leurs évaluations Langue utilisée au moment de l’observation (une seule réponse possible) français kiswahili lingala tshiluba Autre (langue nationale) Éléments utilisés au moment de l’observation (cochez tout ce qui s’applique) Manuel de l’enseignant Le tableau Manuel de lecture de l'élève Cahier d'exercices de lecture de l'élève Cahier Cartes de l’alphabet Autre Est-ce que la leçon continue ? Questions à compléter après l'observation 2. Est-ce que l'enseignant(e) a expliqué clairement l'objectif de la leçon ? (Cochez tout ce qui s'applique) L'enseignant(e) n'a pas enoncé l'objectif de la leçon. L'enseignant(e) a écrit l'objectif de la leçon au tableau. L'enseignant(e) a enoncé l'objectif de la leçon. L'enseignant(e) a expliqué l'objectif de la leçon. L'enseignant(e) a discuté de l'objectif de la leçon avec les élèves. 3. Est-ce que les élèves ont-ils posé des questions à l’enseignant(e) au cours de la leçon (par exemple, des questions de clarification, sur un autre sujet, etc.) ? (une seule réponse possible) Oui Non .................................................................................................. .................................................................................................... .................................................................................................. ...................................................................................................... .................................................................................................. .................................................................................................... ........................................................................................... ....................................................................... ............................................................................ ............................................................................. ...................................................................... ........................................................................................... ................................................................................................ .................................................................................................. ......................... ........................................... ............................................................................................. .................................................................................................. ........................................................................ ...................................................................................... ....................................................................................... ................................................................................................ .................................................................................................. .................................................................................................... ***** ***** ..................................................................... .................................................................. .................................................................................. ............................................................................................... ............................................................... ........................................................................................... .............................................................................................. .................................................................................... .................................... ....................................................... School Inventory 2015 2019 Consent Avez-vous reçu l'approbation du directeur d'école pour mener l'inventaire de l’école ? Non 0 Oui 1 4 1. Est-ce que les bâtiments et les environs de l'établissement sont propres et ordonnés ? Non 0 Oui 5 2. Des réparations importantes sont￾elles nécessaires ? Non 0 ➔ Si non, passez à 4 Oui 1 6 3. Indiquez tous les types de réparations nécessaires. [Entourez tout ce qui s'applique.] Fenêtres 1 Toiture ou plafond 2 Murs des classes 3 Murs extérieurs 4 Cour de récréation 5 Mobilier 6 Autre 7 7 4. Est-ce que votre établissement dispose d'une source d'électricité ? Si oui, est-ce qu'elle fonctionne aujourd'hui ? Non 0 Oui, mais elle ne fonctionne pas aujourd'hui 1 Oui et elle fonctionne aujourd'hui 2 8 5. De quelle source d'eau potable dispose l'établissement ? Aucune 0 ➔ Si l'établissement n'a aucune source d'eau potable, passez à 7 Puits 1 Eau filtrée/fontaine 2 Eau fraiche 3 Eau traitée 4 Autre 5 9 6. Est-ce que la source d'eau potable fonctionne bien ? [C’est-à-dire., est-ce que l'eau est disponible lors de votre visite d'aujourd'hui ?] Non 0 Oui 1 10 7. Combien de toilettes ou latrines en état de fonctionnement y a-t-il ? [Des toilettes en état de fonctionnement sont des toilettes qui peuvent être utilisées, s'il s'agit de toilettes équipées d'une chasse d'eau, le mécanisme de la chasse d'eau fonctionne.] ➔ S'il y en a 0, passez à 0 11 8. Parmi les toilettes/latrines en état de fonctionnement, combien (le cas échéant) sont réservées uniquement aux filles ? 12 9. Est-ce que les toilettes ou latrines sont propres ? Pas du tout propres 0 Quelque peu propres 1 Très propres 2 13 10. Y a-t-il un téléphone en état de fonctionnement ? [Entourez tout ce qui s'applique.] Aucun 0 Oui, il y a une ligne fixe 1 Oui, le directeur de l'école dispose d'un téléphone portable 2 Autre : 3 14 11. Y a-t-il un centre de documentation ou une bibliothèque dans l'établissement ? Si oui, est-ce que les élèves l'utilisaient lors de la visite ? Non, il n’y a pas de centre de documentation/ bibliothèque 0 Oui, mais les élèves ne l'utilisaient pas 1 Oui et les élèves l'utilisaient 2 .................................................................................................. .................................................................................................... .................................................................................................. ...... ........................ .................................................................................................. .................................................................................................... 15 12. Y a-t-il une cour de récréation ? Non 0 Oui 1 16 13. L'école est-elle clôturée ? Si oui, est-ce que la clôture est faite avec des matériaux durables ? Non 0 Oui, mais ce n’est pas fait avec les matériaux durables 1 Oui, et c’est fait avec les matériaux durables 2 17 14. Y a-t-il une sentinelle ? Non 0 Oui 1 ............................................. __________ ................................................... __________ ......................................................................................... ********** ********** ********** ............................................................................................... ..................................................................................................... ..................................................................................................... ................................................................................................ ................................................................................................ .................................................................................................... .................................................................................................. .................................................................................................... .................................................................................................. .................................................................................................... .................................................................................................. .................................................................................................... ............................................................................... .................................................................. ................................................................................... .............................................................................................. ................................................ .............................................. .......................................... .................................................................................................. .................................................................................................... ........................................................ .................................................................................................. .................................................................................................... Classroom Inventory 2015 2019 1. Cet inventaire est fait pour quelle classe ? 2e année : 2 4e année : 4 3 2. Combien de garçons sont présents dans cette classe au moment de cet inventaire ? [Demandez à tous les garçons de se lever et comptez-les.] Nombre de garçons 4 3. Combien de filles sont présentes dans cette classe au moment de cet inventaire ? [Demandez à toutes les filles de se lever et comptez-les.] Nombre de filles 5 4. Combien de manuels de lecture sont disponibles au moment de cet inventaire ? Pour déterminer le nombre de manuels de lecture disponibles, demandez aux élèves de prendre leurs manuels de lecture et de les montrer en les levant. Si cela est nécessaire, demandez à ce que les manuels de lecture soient sortis du placard et distribués aux élèves. Nombre de manuels de lecture disponibles 7 5. Combien d'élèves disposent d'un cahier d'exercice en lecture ? [Demandez aux élèves de vous montrer les cahiers d'exercice en lecture.] 9 6. Combien d'élèves disposent d'un stylo à bille et/ou d’un crayon ? [Demandez aux élèves de vous montrer les stylos et les crayons.] 10 7. Combien de livres/livrets autres que des manuels scolaires sont disponibles pour que les élèves puissent lire ? Aucun 0 1-4 1 5-9 2 10-19 3 20-39 4 40+ 5 11 8. Est-ce que les travaux des élèves sont affichés aux murs ? Non 0 Oui 1 12 9. Est-ce que des supports pédagogiques sont affichés aux murs ? Non 0 Oui 1 13 10. Est-ce que le nombre de sièges est suffisant pour les élèves présents ? [Voyez s'il y a des élèves assis par terre ou si plusieurs élèves sont assis sur un siège conçu pour un seul élève.] Non 0 Oui 1 14 11. Est-ce que l'enseignant(e) dispose des fournitures suivantes ? [Entourez tout ce qui s'applique.] Tableau à craie 1 Craie pour le tableau 2 Crayon/stylo 3 Cahier 4 Manuel de référence de lecture 5 Guide de l'enseignant de lecture 6 Aucune fourniture n’est disponible 7 15 12. Est-ce que l'enseignant(e) dispose d'un cahier pour les plans de leçons (prévisions des matières) ? Non 0 ➔ Si non ou ne sais pas, passez à 15 Oui 1 Ne sais pas/Pas de réponse 2 16 13. [Demandez à consulter le cahier de préparations des leçons de l'enseignant(e).] Est-ce que le cahier pour les préparations des leçons (prévisions des matières) contient des leçons de lecture préparées par l'enseignant(e) ? Non 0 ➔ Si non, passez à 15 Oui 1 .................................................................................................. .................................................................................................... .................................................................................................. .................................................................................................... 17 14. Est-ce que la préparation de leçon en lecture (prévisions des matières) la plus récente a été signée par le directeur l'école ? Non 0 Oui 1 18 15. Est-ce que la salle de classe est bien éclairée de manière à ce que les élèves et l'enseignant(e) puissent voir le tableau et leurs documents ? Non 0 Oui 1