i
World Vision/USDA FFE
CREAN Project
(Children Reading and 
Nourished)
Baseline Study
May - September, 2015
Final Report
By NicaSalud
Revised April 8, 2016
Managua, Nicaragua
Agreement Number: FFE-524-2014/045-00
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CONTENT
ABBREVIATIONS ............................................................................................................................... 1
I. INTRODUCTION ...................................................................................................................... 2
II. PURPOSE AND OBJECTIVES OF THE BASELINE .................................................................... 4
2.1 Purpose ............................................................................................................................. 4
2.2 Specific Objectives ............................................................................................................ 4
2.3 Duration............................................................................................................................ 4
2.4 Geographic Scope ............................................................................................................. 5
2.5 Deliverables....................................................................................................................... 5
III. METHODOLOGICAL DESIGN ................................................................................................. 5
3.1 Types of Study................................................................................................................... 5
3.2 Population Groups............................................................................................................ 6
3.3 Sample Size & Sampling ..................................................................................................... 6
3.4 Data collection, Processing and Presentation of Results.................................................. 9
IV. RESULTS.................................................................................................................................... 10
MGD SO1. Improved Literacy of School-Aged Children .................................................... 10
MGD 1.1. Improved Quality of Literacy Instruction ............................................................. 14
MGD 1.2 Improved Attentiveness........................................................................................ 20
MGD 1.3 Improved Student Attendance .............................................................................. 22
MGD SO2. Increased Use of Health and Dietary Practices ................................................ 25
MGD 2.1 Improved Knowledge of Health and Hygiene Practices ....................................... 27
MGD 2.2 Increased Knowledge of Safe Food Prep and Storage Practices........................... 30
MGD 2.3 Increased Knowledge of Nutrition ....................................................................... 32
MGD 2.4 Increased Access to Clean Water and Sanitation Services .................................. 33
MGD 2.6 Increased Access to Requisite Food Prep and Storage Tools and Equipment..... 33
V. CONCLUSIONS ....................................................................................................................... 37
VI. RECOMMENDATIONS............................................................................................................ 39
VII. BIBLIOGRAPHY........................................................................................................................ 41
VIII. ANNEX ..................................................................................................................................... 42
Annex I to 7: Data Collection................................................................................................... 42
Annex 8. Indicator Summary Table........................................................................................... 43
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"When children are well fed and educated, not 
only their lives are vastly better, but they also 
enhance in a concrete way the lives of next 
generations"
–James T. Morris, Executive Director 
United Nations World Food Program 
2006
“To understand the relationship between hunger 
and learning it is necessary to have a long-term 
perspective: what happens at a certain stage of 
life touches next stages and what happens to a 
generation affects the next. Suffering hunger 
during childhood can cause irreversible mental 
retardation and a decrease in the intelligence 
quotient (IQ) and the ability to learn.”
–UNICEF hunger report 2016
1
ABBREVIATIONS
AWAEP Assessment Workshop and Educational Planning 
CAE Comité de Alimentación Escolar (School Nutrition Committee)
CGP Correspondence between Grapheme-Phoneme
CREAN Children Reading and Nourished
EGRA Early Grade Reading Assessment
LPA Learn, Practice and Apply (Method of literacy teaching)
MMF Minimum Meal Frequency
MDD Minimum Dietary Diversity
MAD Minimum Acceptable Diet
MAGFOR Ministry of Agriculture and Forestry of Nicaragua
MOE Ministry of Education of Nicaragua
NER Núcleo Educativo Rural (Rural Nuclear School)
NGOs Non-Governmental Organization
PAS Phonic, Analytical, Synthetic (Method of literacy teaching)
PINE Programa Integral de Nutrición (Integrated Nutrition Program)
PMP Performance Monitoring Plan
PTAs Parent-Teacher Associations 
TCS Two-stage Cluster Sampling
TEPCE Taller de Evaluación y Planificación Educativo (Evaluation & Planning Educational 
Workshop)
USAID United States Agency for Development 
USDA United States Department of Agriculture 
WVNIC World Vision Nicaragua 
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I. INTRODUCTION
World Vision Nicaragua (WVNIC), in partnership with the McGovern-Dole program of USDA, has 
initiated the implementation of a daily school meal program with supporting activities in literacy, 
health and nutrition. The CREAN Project (Children Reading and Nourished) will provide 
interventions using immediate provision of materials and services, capacity building, and educating 
the enabling environment to improving education, attendance and enrollment rates in preschool and
primary schools. CREAN is developing interventions in eight municipalities within the departments 
of León and Estelí. In the Department of León, municipalities include Achuapa, El Jicaral, El Sauce 
and Santa Rosa del Peñón. In the department of Estelí, CREAN will work in the municipalities of 
Estelí, La Trinidad, San Juan de Limay and San Nicolas. 
The project is a direct support to the Integrated Nutrition Program (PINE) that is run by the 
Government of Nicaragua through the Ministry of Education. The target population are preschool and 
primary school-age children, teachers, school staff and directors, municipal delegations of MOE, and 
parents. Project activities include:
Delivery of Daily School Meals: CREAN will provide daily school meals for children and their 
teachers in preschool and primary schools located in the departments of Estelí and León, to increase 
attendance and attentiveness in the classroom.
Delivery of Supplies and Materials: CREAN will provide appropriate reading materials and 
supplies to strengthen child literacy outcomes and the capacity of teachers, administrators (lead 
teachers) and school council members (parent teacher associations - PTA) – so they are up to 
standards with the Nicaraguan Ministry of Education (MOE) curriculum competencies. 
Support for Nutrition, Hygiene and Health: CREAN will contribute to a comprehensive and 
healthy environment for learning. Schools and communities will initiate vegetable and fruit gardens. 
CREAN will provide garden tool kits, seeds and guidance manuals on best practices for planting, 
maintenance and harvest. CREAN will also work to improve the conditions of water and sanitation
through rehabilitation of latrines and will provide education on good hygiene practices (handwashing, 
tooth brushing) and nutrition to prevent micronutrient deficiencies.
Community Empowerment: CREAN will raise awareness on the benefits of education with 
community groups at the local and national level to empower communities towards long-term
sustainability. The project will also work with each community to develop a sustainability plan that 
will continue to strengthen enrollment and literacy rates, moving the community towards self￾sufficiency in its school meals program. 
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MGD SO1. IMPROVED LITERACY OF SCHOOL-AGE CHILDREN
MGD 1.1 Improved Quality of Literacy Instruction MGD 1.2 Improved Attentiveness [during classes] 1.3 Improved Student Attendence
1.1.2 Better Access to School supplies and Materials. 1.1.2 Activity: Distribution School suplies and materials
1.1.3 Improved Literacy of Instructional Materials. 1.1.3 Activity: Distribution of books and supplementary reading materials
1.1.4 Increased skills and Knowledge of Teachers. 1.1.4 Activity: Training Teachers and administrators
1.1.5 Increased skills & Knowledge of School Administrators
1.2.1 Reduced Short Term Hungera 1.3.1 Increased Economic or Cultural Incentives (or decreased disincentives)
1.3.5 Increased Community Understaning of Benefits of Education. 1.3.5 Activity: Establish activities to Promote Literacy 1.2.1.1, 1.3.1.1 Increase Access to food (School Feeding) 1.2.1.1 1.3.1.1 Activity: Provide School Meal OE2: Increased Use of Health & Dietery Practices
1.4.4. Increased Engogement of Local Organizations & Community Groups. 1.4.4 Actividad: Training Parent-Teacher Association PTAs. 1.4.4 Actividad: Develop: PTA Action Plans
EDUCATION OUTCOMES
MGD SO2: INCREASED USE OF HEALTH AND DIETARY PRACTICES
2.1. Improved Knowledge of Health and Hygiene Practices. 2.1 Activity Establish Student Health and Hygiene Clubs
2.2 Increased Knowledge of Safe Food Prep and Storage Practices. 2.2 Activity: Training: Food preparation and storage practices
2.3 Increased Knowledge about Nutrition 2.3 Activity: Establish School Gardens. 2.3 Activity: Training: Good health and nutrition practices
2.4 Increased Access to Clean Water and Sanitation Services. 2.4 Activity: Building/ Rehabiliation: WASH Infrastructure
2.5 Increased Access to Preventative Health Interventions
2.6 Increased Access to Requisite Food Prep and Storage Tools and Equipment. 2.6 Activity: Distribution: Food Prep and Storage Tools and Equipment
HEALTH AND NUTRITION OUTCOMES
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II. PURPOSE AND OBJECTIVES OF THE BASELINE
2.1 Purpose
The purpose of this study is to establish benchmarks for project performance indicators against which 
project activities will be measured. Specifically, the study developed a baseline in which the project 
can measure performance and results of the project against the mandate that was outlined in the 
project’s strategic framework and determine the reasons for success or lack thereof and to draw 
lessons and recommendations for improved performance in future food security response.
This baseline will serve the following purposes:
▪ Determine the baseline values of key outcome indicators
▪ Collect data comparable to final evaluation to determine degree of change 
▪ Establish and validate annual and end of project targets in the Performance Monitoring Plan 
This report presents findings, discussions, conclusions and recommendations made following a 
baseline study of the project titled CREAN in Nicaragua. The evaluation took place in the months of 
May through September 2015 and was conducted in its entirety by an external, third-party Nicaraguan 
consultant firm, NicaSalud. 
2.2 Specific Objectives
1. Determine the level of literacy of school-age children
2. Determine access to supplies, materials and teaching aids for schools 
3. Identify skills and knowledge of teachers, according to the curriculum competence of the 
Ministry of Education (MOE)
4. Identify the level of attentiveness of school children in the classroom.
5. Determine school attendance
6. Identify the engagement of local organizations and community groups providing 
educational support to school children
7. Identify the feeding, health and hygiene practices of boys, girls and parents
8. Identify knowledge and safe practices for food preparation and storage
9. Identify access to clean water and sanitation facilities in project-targeted communities
2.3 Duration
The assessment took five months for start-up, preparation and translation of tools, extensive travel to 
collect qualitative and quantitative data from 8 municipalities in two departments, Leon and Esteli, 
and report writing and presentation. The consultancy period was from April to September 2015. 
Although the contract for the baseline was signed in January 2015, the Government of Nicaragua did 
not provide approvals for the consultant to begin collecting data until April 2015. Attempts were 
made to request approval to enter schools in January 2015, however the request was not granted until 
April 2015. Below is an illustrative timeline of events.
Activities Dates
Training workshop for data collection April 23-24, 2015
Data collection April 27 – May 22, 2015
Processing and data analysis May 25 – June 5, 2015 
Preparation and submission of preliminary report June 8-18, 2015
Review and adjustment of final report June 19-30, 2015
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2.4 Geographic Scope
The geographic scope of the study included four municipalities in the department of Estelí and four 
municipalities in the department of León. The population was composed of the following 
stakeholders: teachers, principals, municipal delegates, parents, school staff, school councils, 
preschool and elementary students. The following table demonstrates the number of students, schools 
and teachers by town, as provided by MOE. 
Department of Estelí # of Students # of Schools # of Teachers
San Nicolás 1,320 70 98
San Juan de Limay 2,625 53 147
La Trinidad 3,818 81 158
Estelí 15,632 150 659
Subtotals: 23,395 354 1,062
Department of León
Achuapa 4,115 61 146
El Sauce 8,764 132 283
Santa Rosa del Peñon 1,925 28 88
El Jicaral 3,072 38 126
Subtotals: 17,876 259 643
TOTAL 41,271 613 1705
 Ref: MOE 2013 
2.5 Deliverables
• An inception report: including the overall study design, methods for sampling, plans for data 
collection, cleaning and analysis
• Survey tools for quantitative and qualitative studies
• Supervisor and enumerator training plans, including timeline
• Data analysis plan
• First draft report for review
• Final report, including baseline numbers for all outcome level indicators
• Power point presentation to stakeholders and flip chart presentations to communities
• Electronic copies of the final report and all corresponding documents (instruments/field 
manual)
• Electronic copies of clean data sets with variables and value labels
III. METHODOLOGICAL DESIGN
3.1 Types of Study
Research was conducted with a mixed data collection approach (quantitative and qualitative) to
address the evaluation questions, collect and analyze data. The design of this study is a performance 
evaluation.
Data collection methods included:
1) Review of literature and analysis of relevant documents;
2) In-depth interviews with key informants;
6
3) Survey of preschool and primary school students, parents and MOE institutions;
4) Observation guide used in interviewing school directors and/or others responsible for school 
facilities;
5) Reading and comprehension tests were given to children of second and third grade.
3.2 Population Groups
I. Schools were included for the analysis of indicators related to infrastructure (hygiene, 
sanitation, educational facilities) and educational materials.
II. Population groups targeted through quantitative approach
▪ Boys and girls from preschool and primary schools
▪ Teachers from preschool and primary schools
▪ Parents of boys and girls from preschool and primary schools
III. Population groups targeted through qualitative approach
▪ MOE Officials: departmental delegates of PINE-MOE, representatives of municipal 
delegations and of Rural Nuclear Schools (NER)
▪ Parents and School Council Representatives
▪ WVNIC staff
Instruments used by population group: 
Populations Instrument Annex
2
nd & 3rd Grade students EGRA Test Annex 1
5th & 6th Grade students Survey: knowledge of and practice in health, hygiene, feeding and 
nutrition
Annex 2
Teachers Survey: capacity and utilization of teaching techniques Annex 3
Parents Survey: benefits of education and feeding preparation Annex 4
School Council members Interview Annex 5
Schools Observation: infrastructure conditions and materials, school 
feeding practices, water and sanitation facilities
Annex 6
MOE Officials Interview Annex 7
3.3 Sample Size & Sampling
Sample sizes were determined by population groups and in accordance to result indicators (please see 
the updated table found on page 8).
Schools: a full census was carried out by observation in all participating schools for indicators related 
to infrastructure, school materials and supplies, and water and sanitation services.
School children, teachers and parents: a Two-Stage Cluster Sampling1
(TCS) was used by 
defining 8 clusters that correspond to each municipality where the project is implemented (4 
municipalities for Estelí and 4 municipalities in León), which is Sampling Units for the First Stage 
(SUFS). Using Epidat2 4.1 was defined the sample size: 87 schools, making a proportional 
distribution by municipality. More specifically, the basis for the sampling was by clusters. This is a 
1Residing At Pallas Josep M; Jimenez Villa Josep. Methods of research. Clinical and epidemiological 2da. Editing. 
2Epidat 4: Aid of sampling. October 2014.
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probabilistic sample in which each unit is a cluster (collection) of elements from the population of 
interest. 
For the Two Phase Sampling Clusters (PSC):
Phase One: determine 8 clusters, one for each municipality of the project (4 municipalities of Estelí 
and 4 municipalities of León). These clusters are Phase One Units. Results were representative for 
this level. 
Phase Two: determine which elements from those clusters will be analyzed. For this purpose, Epidata 
4.1 was used. The constant fraction option was applied to all clusters chosen to determine the sample 
size. The result was 87 schools; considering the total sample, a proportional distribution was made 
for all clusters.
Once we had the number of schools by clusters in each municipality, an estimated sample for each 
population group was set with a fixed size method.
School children: 2,191 interviews in schools were conducted to measure boys’ and girls’ knowledge 
of and practice in health, hygiene, feeding and nutrition. An average of 25 questionnaires were done
in each of the selected schools; sampling for these were random with boys and girls in the 5th and 6th
grades according to the following steps:
• Teacher presented a list of students who are present at school that day
• A consecutive code was assigned to each child 
• All codes were written on single paper sheets and put in a container
• Codes were taken out of the container one by one, until all 25 codes were complete.
This sampling method was also used to conduct questionnaires on hygienic practices.
Teachers: An estimated sample of teachers was determined by multiplying the average number of 
teachers by conglomerate (municipality) by the number of schools selected. The total sample size is 
261 teachers, who are distributed along all clusters. Furthermore the indicator established for this 
group was focused on measuring skills and abilities of teachers on literacy teaching techniques. An 
average of three (3) teachers from each school, from 1st, 2nd and 3rd grade were included.
Indicators measure the capacity and development of literacy teaching methodologies. Selection 
preference was given to pre-school teachers in 1st to 3rd grades. A random selection was made in
schools where there was more than one teacher for each grade. Teachers of pre-school and first 
through third grades are preferred as children ages 6 to 12 years old are considered to have developed 
formal language skills and are able to organize and express their ideas accurately. This age group is 
important to ensure that the children develop literacy skills. 
Parents: 889 questionnaires were administered to measure parents’ knowledge and practice in health, 
hygiene, feeding and nutrition. On average 25 questionnaires were given per school. Parents (both 
mothers and fathers) who participated needed to be involved with the preparation of school meals. 
School children for EGRA test application: the Early Grade Reading Assessment (EGRA) test was 
used to specifically measure the level of literacy for boys and girls in 2nd and 3rd grades. Selected 
schools corresponded to the selected cluster (87 schools), performing the test to 10 school children of 
2nd grade and 10 of 3rd grade in each school. A random selection was made in schools that had more 
than 10 children for each grade; in schools with fewer students the EGRA test was completed in 
neighboring schools.
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Sample Size by Cluster and Population Group
Department & 
Municipality
# of 
Schools
Sample 
of 
children
# of 
school 
children
Sample 
of 
teachers
# of 
Teachers
Sample 
of 
parents
# of 
Parents
Sample 
of 
EGRA
# of 
School 
children 
who 
took the 
EGRA 
test
San Nicolás 9 225 235 27 27 90 90 180 181
San Juan de Limay 7 175 154 21 18 70 73 140 152
La Trinidad 12 300 299 36 33 120 121 240 240
Estelí 22 550 567 66 75 220 221 440 430
Subtotal 50 1250 1255 150 153 500 505 1000 1003
Achuapa 9 225 234 27 30 90 88 180 188
El Sauce 19 475 475 57 62 190 204 380 393
Santa Rosa del Peñón 4 100 102 12 19 40 42 80 83
El Jicaral 5 125 125 15 15 50 50 100 92
Subtotal 37 925 936 111 126 370 384 740 756
TOTAL 87 2175 2191 261 279 870 889 1740 1759
Sample Control Group 
A control group was intended to conduct a case-control study to indicate the level of project impact. 
However, due to government restrictions the consultants were not able to collect data in one of the 
two municipalities and therefore this comparison will not be included as part of the baseline.
Qualitative Approach: In-depth interviews 
In-depth interviews were conducted with officials from the Ministry of Education at the department, 
municipal and local levels, as well as with parents, school council members and WVNIC staff. 
Group # of Interviews
Departmental Delegation of MOE 1
Coordinator of PINE MOE 1
Municipal Delegate/ from MOE 7
NER Coordinator 16
Father/mother, member of School Board 23
Official/departmental WVNIC 1
Observation Guide
The observation guide was based on findings and was developed to observe 100 percent of the (613) 
schools located in the eight municipalities included in the project. The observation indicators 
included: the availability of improved water and sanitary installation, the storage of products, 
educational materials, food and other items related to the school activities.
According to information initially provided by the project, the plan was to make observations on 613 
schools. The coordination with the local MOE authorities the Department of Estelí, limited the 
number of schools to be observed and was reduced from 354 to 215. The National Ministry of 
Education (MOE) provided current statistics, but when the data collectors went to the targeted 
program regions, they found the actual number of primary schools to be lower and found a higher 
number of preschools.
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3.4 Data collection, Processing and Presentation of Results
Data Standardization for Enumerators: NicaSalud established criteria on selection of the 
evaluation team which included: field experience in data collection, post graduate education, certified 
teachers, prior consultation and/or experience working with MINED. A 2 day training workshop was 
held by NicaSalud for 24 enumerators on 23-24 of April, 2015 in Leon. The topics covered in the 
training included:
• Data collection methods and techniques on how to conduct interviews
• Use and handling of instruments and field guide
• Random sampling techniques
• Field testing of assessment instruments for validation.
Upon completion of the workshop, enumerators were organized into two teams (one for Esteli and 
the other for Leon) and assigned geographical areas which they would work.
Data Collection: Data collection was scheduled to begin on February 23, 2015 but was delayed 
awaiting approval from PINE-MOE for enumerators to access schools and coordinate with authorities 
of the central, department and municipal levels. Coordination with departmental delegations began 
two months later in April 2015. Data collection began in the department of León on May 4, 2015 and 
Estelí on May 11, 2015. Total data collection lasted four weeks. 
During the data collection, there was a difference in the actual number of schools in comparison to 
the information provided by the municipal offices. The study was set to target 613 primary schools, 
but after further investigation the number of targeted schools increased to 643. This total included 
469 primary schools: 254 in León and 215 in Estelí. The study also found an additional 174 preschools 
which were meeting informally in households or other community structures.
Data was collected for one of the two locations selected for the control study in the municipality of 
Quezalguaque, department of León, The MOE did not authorize the collection of data in the 
municipality of Pueblo Nuevo.
Data processing and analysis: Surveys were conducted using the Census and Survey Processing 
System (CSPRO 5.0). Entry, editing, tabulation and data analysis3 were processed in 
SPSS version 17, and the results are presented in tables (1-28) by indicator and disaggregated by 
department, municipality and sex. A summary table of indicators can be found in Annex 8. 
Qualitative data was transcribed and text was coded. The deliverable was a matrix that organized the 
data by participant and category, indicators for trends, similarities and divergent issues to explain 
and/or interpret information from the participants’ subjectivity.
The consultant presented their findings from the baseline report and delivered the following: 
• Presentation of the results to the task force and members of the national office
• Advice to the areas of DME
• Analysis and feedback of indicators by the technician of the project team CREAN
• Presentation of the results to stakeholders
3User's Guide. International Programs Center Population Division U.S. Census Bureau. Washington DC 20233-88
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IV. RESULTS
Findings from the baseline study are presented by the indicator defined for each objective and are 
presented in terms of numbers, percentage and/or average.
MGD SO1. Improved Literacy of School-Aged Children 
The current literacy level of boys and girls in the 2nd and 3rd grade was evaluated using the EGRA 
test. EGRA is an oral student assessment designed to measure the most basic foundational skills for 
literacy acquisition in the early grades: recognizing letters of the alphabet, reading simple words, 
understanding sentences and paragraphs, and listening with comprehension. The instrument contains 
eight subtests or components, each one of them evaluates the following skills in literacy:
4
Within the narrative sections of Oral Reading Fluency and Reading Comprehension the data is
disaggregated to indicate separate values for each subtest. Tables 1 and 2 represent the combination 
of Oral Reading Fluency and Reading Comprehension by geographic location, sex and grade. 
Reading comprehension is also represented in Table 3 by grade, geographic location and sex.
Component/Subtest Early Reading Skill Demonstrated skill for student capacity:
1. Letter-name Knowledge Letter Recognition Provide the name uppercase and lowercase 
letters, in random order
2. Phonemic Awareness Phonemic Awareness
Segment words into phonemes letters, identify 
the initial sounds in different words
3. Letter-Sound Knowledge Phonics Provide the sound of upper- and lowercase 
letters distributed in random order
4. Familiar Word Reading Word Reading Read simple words and common one and two 
syllables
5. Unfamiliar Word Reading Alphabetic Principle
Make grapheme- phoneme correspondences 
(GPCs) through the reading of simple 
unfamiliar words
Oral Reading Fluency with 
Comprehension
Oral Reading Fluency Read a text with accuracy, with little effort, 
and at a sufficient rate
Reading Comprehension
Respond correctly to different types of 
questions, including literal and inferential 
question about the text they have read
6. Listening Comprehension Listening Comprehension
Respond correctly to different types of 
questions, including questions verbatim and 
inferences about the text the enumerator 
reads to them
7. Dictation Alphabetic Principle Write, spell and use grammar properly 
through a dictation exercise
Indicator 1. Percent of students who, by the end of two grades of primary schooling, 
demonstrate that they can read and understand the meaning of grade level text (female)
Results are presented by: 1) Reading Fluency, measured by the number of words in a text that are 
read correctly in one minute (the average correct words per minute for 2nd grade is 40 wpm and 3rd
grade is 60 wpm), and 2) Reading Comprehension, measured by correct responses to questions 
about the text read.
4 Manual for the initial assessment of the reading in primary school children. RTI International; Prepared for Office of Economic 
Development, Agriculture and Trade (EGAT/ED), USAID. 2009. Adaptation to the Spanish by Juan E. Jimenez p. 35
11
Table 1 presents the results for third grade female students, demonstrating higher reading and 
comprehension skills in girls; geographical department, it was higher in Estelí than in León. An 
average of 17.6% (female) students in the second grade can read and understand the meaning of grade 
level text, showing 20.4% for León Department and 15.3% for Estelí Department. An average of 
35.5% (female) students in the third grade can read and understand the meaning of grade level text, 
38.6% for Estelí and 31.2% for León department. The baseline for female students is 35.5%.
Table 1. Percent of students (female) who show they can read and understand the meaning of 
a text according to grade level. CREAN project, May 2015.
Second grade Third grade
Geographic 
location n
Met standard of fluency and 
reading comprehension n
Met standard of fluency and 
reading comprehension
Number Percent Number Percent
León 226 46 20.4% 154 48 31.2%
Estelí 275 42 15.3% 215 83 38.6%
TOTAL 501 88 17.6% 369 131 35.5%
Indicator 2. Percent of students by the end of two grades of primary schooling, 
demonstrate that they can read and understand the meaning of grade level text (male).
Table 2 presents an average of 13.7% male students in the second grade can read and understand the 
meaning of grade level text, 13.9% for León and 13.5% for Estelí. An average of 23.8% of (male)
students in the third grade can read and understand the meaning of grade level text, 26% for Estelí
and 20.9% for León. The baseline for male students is 23.8%.
Table 2. Percent of students (male) who show they can read and understand the meaning of a 
text according to age grade. CREAN project, May 2015.
Second grade Third grade
Geographic 
location n
Met standard of fluency and 
reading comprehension n
Met standard of fluency and 
reading comprehension
Number Percent Number Percent
León 180 25 13.9% 196 41 20.9%
Estelí 251 34 13.5% 262 68 26.0%
TOTAL 431 59 13.7% 458 109 23.8%
Other Results Achieved through EGRA Test
Table 3 presents a breakdown of other results achieved through EGRA test, disaggregated by grade, 
sex and department.
a) Letter-name knowledge: the number of letters (an average) each student named correctly in one 
minute using the complete alphabet (both uppercase and lowercase).
In second grade students, the average letters named correctly was 40.5 for girls and 37.9 for boys. In 
León the average was 38.7 for girls and 36.2 in boys, in Estelí the average was 42 for girls and 39.2 
for boys.
In third grade students, the average letters named correctly was 48.2 for girls and 45.3 for boys. In 
León the average was 46.3 for girls and 41.6 in boys, in Estelí it was found 49.6 for girls and 48 for 
boys.
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b) Phonemic awareness: the ability to identify the first sound in a word, the assessor reads a word 
aloud and asks the child to say the sound of the first letter. This is scored as the number of initial 
sounds correctly identified out of ten. 
In second grade students, the average number of initial sounds they said correctly was 6 for boys and 
6.1 for girls. In León there was an average of 5.5 for boys and 5.4 for girls, in Estelí it was found 6.3 
for boys and 6.6 for girls.
In third grade students, the average number of initial sounds they said correctly was 5.6 for boys and 
6 for girls. In León the average was 4.9 for boys and 5.2 for girls, in Estelí it was found 6.2 for boys 
and 6.6 for girls.
c) Letter-Sound Knowledge: the ability of the school children to speak or read the sound of each 
letter fluently in one minute.
In second grade students, the average number of letters spoken or read correctly in one minute for 
boys was 19.1 and 20.4 for girls. In León the average was 16.6 for boys and 16.4 for girls, in Estelí it 
was found 20.8 for boys and 23.7 for girls.
In third grade students, the average number of letters spoken or read correctly in one minute was 18.6 
for boys and 20.1 for girls. In León the average was 15.3 for boys and 17.5 for girls, in Estelí it was 
found 21 for boys and 21.9 for girls.
d) Familiar Word Reading: the number of words school children are able to read correctly in one 
minute.
In second grade students, the average number of words children could read correctly in one minute 
was 35.8 for boys and 38.2 for girls. In León the average was 33.1 for boys and 34.7 for girls, in Estelí 
it was 37.7 for boys and 41.2 for girls.
In third grade students, the average number of words children could read correctly in one minute was 
44 for boys and 49.4 for girls. In León the average was 39.3 for boys and 47.3 for girls, in Estelí it 
was found 47.6 for boys and 50.9 for girls.
e) Unfamiliar Word Reading: the number of unfamiliar words school children are able to read and 
understand correctly in one minute. 
In second grade students, the average number of unfamiliar words read and understood correctly was 
24.3 for boys and 26.6 for girls. In León the average was 22.6 for boys and 23.7 for girls, in Estelí 
the average was 25.5 in boys and 29 for girls.
In third grade students, the average number of unfamiliar words read and understood correctly was 
30 for boys and 33.2 in girls. In León the average was 27.3 for boys and 31.5 for girls, in Estelí the 
average was 32.1 for boys and 34.4 for girls.
f) Oral Reading Fluency: the ability to translate letters into sounds, relate text to meaning, 
counting the number of words read correctly in a minute
In second grade students, the average percentage who could read words correctly in a minute was 
62.1% for girls and 56.1% for boys. In León the average was 56.6% for girls and 50% for boys; in 
Estelí the average was 66.5% for girls and 60.6% for boys.
13
In third grade students, the average percentage who could read words correctly in a minute was 56.9% 
for girls and 43.4% for boys. In León the average was 51.9% for girls and 37.8% for boys. In Estelí 
the average was 60.5% for girls and 47.7% for boys.
g) Reading comprehension: the ability to read a passage and answer five questions related to the 
text correctly. 
In second grade students, reading comprehension was 14.6% for boys and 18.6% for girls. In León
the average was 15% for boys and 21.7% in girls, in Estelí it was found 14.3% for boys and 16% for 
girls.
In third grade students, reading comprehension was 30.3% for boys and 41.2% for girls. In León the 
average was 25% for boys and 33.8% in girls, in Estelí it was 34.4% for boys and 46.5% for girls.
h) Oral comprehension: the ability to listen to a short paragraph and answer five questions related 
to the text correctly. 
In second-grade students, oral comprehension was 59.1% for boys and 55.3% in girls. In León the 
average was 60.6% for boys and 57.3% in girls, in Estelí it was 58% for boys and 53.7% in girls.
In third grade students, oral comprehension was 60.7% for boys and 59.7% in girls. In León the 
average was 62.4% for boys and 60.8 % in girls, in Estelí it was 59.4% for boys and 59% in girls.
The results of the last two indicators show that boys and girls have a greater oral understanding (when 
read to), than reading comprehension (when reading themselves). 
i) Dictation: the ability to write from hearing a short phrase which can be repeated up to two more 
times. Dictation is measured with several criteria, including the use of capital letters at the 
beginning of the sentence and in their own name, acute accent, use of punctuation, and correct 
spelling. 
In second grade students, 39.5% of boys and 42.1% of girls wrote a sentence correctly. In León the 
average was 38% for boys and 39.5% in girls, in Estelí it was 40.6% for boys and 44.2% in girls.
In third grade student, 44.1% of boys and 54.3% of girls wrote a sentence correctly. In León the 
average was 41.3% for boys and 51.2% in girls, in Estelí it was 46.1% for boys and 56.5% in girls.
14
Table 3. Other Results of the EGRA test, disaggregated by grade, sex and geographic location. Project
CREAN Mayo 2015
Sub test
León Estelí TOTAL
Second Third Second Third Second Third
Boys
(n=180)
Girls
(n=226)
Boys
(n=196)
Girls 
(n=154)
Boys
(n=251)
Girls
(n=275)
Boys
(n=262)
Girls
(n=215)
Boys
(n=431)
Girls
(n=501)
Boys
(n=458)
Girls
(n=369)
a. Letter-name 
knowledge 36.2 38.7 41.6 46.3 39.2 42.0 48.0 49.6 37.9 40.5 45.3 48.2
b. Phonemic 
awareness
5.5 5.4 4.9 5.2 6.3 6.6 6.2 6.6 6.0 6.1 5.6 6.0
c. Letter-Sound 
Knowledge 16.6 16.4 15.3 17.5 20.8 23.7 21 21.9 19.1 20.4 18.6 20.1
d. Familiar Word 
Reading 33.1 34.7 39.3 47.3 37.7 41.2 47.6 50.9 35.8 38.2 44.0 49.4
e. Unfamiliar word 
Reading 22.6 23.7 27.3 31.5 25.5 29 32.1 34.4 24.3 26.6 30.0 33.2
f. Oral reading 
fluency with 
comprehension 
(%)*
50.0 56.6 37.8 51.9 60.6 66.5 47.7 60.5 56.1 62.1 43.4 56.9
g. Oral Reading 
Comprehension 
(%) **
15.0 21.7 25.0 33.8 14.3 16.0 34.4 46.5 14.6 18.6 30.3 41.2
h. Oral Compre￾hensionl (%) 60.6 57.3 62.4 60.8 58.0 53.7 59.4 59.0 59.1 55.3 60.7 59.7
i. Dictation (%) 38.0 39.5 41.3 51.2 40.6 44.2 46.1 56.5 39.5 42.1 44.1 54.3
* Reading Fluency for 2nd grade is> = 40 wpm, for 3rd grade is > = 60 wpm
** Reading comprehension, the score is 3 or more responded questions correctly
Indicator 3. Number of individuals benefiting directly from USDA-funded interventions 
(female). 
Baseline result is zero.
Indicator 4. Number of individuals benefiting directly from USDA-funded interventions 
(male)
Baseline result is zero.
Indicator 5. Number of individuals benefiting indirectly from USDA-funded interventions. 
Baseline result is zero.
Indicator 6. Number of individuals benefiting directly from USDA-funded interventions (new). 
Baseline result is zero.
Indicator 7. Number of individuals benefiting directly from USDA-funded interventions 
(continuing).
Baseline result is zero.
MGD 1.1. Improved Quality of Literacy Instruction
Indicator 8. Number of teachers in target schools who demonstrate improved literacy 
instruction as identified by supervisors, mentors, or coaches. 
At baseline, this result is zero. 
Table 4 presents information collected to support MOE priorities in planning activities. One priority 
of the MOE is the implementation of the Phonic Analytical Synthetic (PAS) Method to teach literacy 
for boys and girls in the early grades. According to MOE authorities from León and Estelí, the MOE
15
has been developing a process of training teachers and has reached one hundred percent of first and 
second grade teachers “…100% of the teachers have been trained, the same manner for public and 
private schools, in addition to achieving a single teaching method such as the PAS method".
 
MOE authorities also recognized that while teachers are trained and capable, their capacity in the 
PAS methodology is not yet at one hundred percent. The perception of (female and male) teachers 
when asked if they understand and apply PAS methods, gave scores between very high, high, 
intermediate, low and nothing. 56.6% of female and male teachers said that they had a high or very 
high manage of the literacy teaching methodology; in León 54% and 58.8% in Estelí. Teachers, 
disaggregated by gender, who consider that they have a good understanding are 55.2% female and 
67.7% male. 
The study attempted to define the level and scope of capabilities and development of teaching 
methods for reading and writing. Although supervisors share positive experiences in relation to 
capacity building with a total coverage reported to 100% trained teachers, the perception actually was 
not very positive, adding that not all teachers have been trained and in practice not all are developing 
this methodology. There is a perceived resistance to the introduction of this methodology. Teachers 
comment that it is a difficult methodology to implement mainly because of limited resources for 
proper implementation.
NOTE: MOE reported 100% of first and second grade teachers have received training, it is important 
to note our findings demonstrate 85.2% of teachers surveyed reported having been trained in a method 
to teach reading and writing.
The study also found that teachers who have limitations to applying the PAS methodology are 
teaching in multi-grade schools, with a number of students per classroom that does not allow the 
teachers to implement all steps in the PAS method. 
Table 4. Perception of teachers that manage the PAS method of literacy teaching, by 
department, gender and municipality. Baseline Study, CREAN Project, May 2015
Categories n
Teachers proficient (high or very high) the 
literacy teaching method
Number Percent
Department
León 126 68 54.0%
Estelí 153 90 58.8%
Gender
Teachers (female) 248 137 55.2%
Teachers (male) 31 21 67.7%
Municipality
Achuapa 30 14 46.7%
El Jicaral 15 13 86.7%
El Sauce 62 30 48.4%
Santa Rosa 19 11 57.9%
Estelí 75 47 62.7%
La Trinidad 33 19 57.6%
San Juan de Limay 18 9 50.0%
San Nicolás 27 15 55.6%
TOTAL 279 158 56.6%
16
The Project has established a strategy called Accompanying Literacy Animation of Preschool and 
Elementary School. In coordination with the Ministry of Education, CREAN aims to improve the 
educational quality of teaching through the methodology of literacy animation. Thus, the strategy 
should help to bolster teachers competency in the government approved and promoted PAS method.
1.1.2 Better Access to School Supplies and Materials
The observation guide tool was applied in identifying the need for books and/or the limited supply of 
books and supplementary materials in each school, for teachers and students. The current government 
strategy allows for provision of supplies to the schools. However the resources for supplies are limited 
and the government is unable to provide for all schools, children and teachers.
Indicator 9. Number of textbooks and other teaching and learning materials provided as a 
result of USDA assistance
The baseline result is zero. 
The outcome of this indicators is intended at delivering such inputs by the project. However, for 
purposes of having secondary information to support planning, inventory of the existing text books 
is presented below in table 5.
Table 5. Number and average per student, text books by subjects, disaggregated by 
department and municipality. Base Line Study- CREAN Project. May 2015
Categories
Number 
of 
students
Math Natural
Sciences
Social
Sciences Literature
No. Average No. Average No. Average No. Average
Department
León 9,158 7,186 0.8 5,107 0.6 5,100 0.6 6,962 0.8
Estelí 18,942 10,309 0.5 7,669 0.4 7,770 0.4 8,870 0.5
Municipality
Achuapa 2,169 1,625 0.7 1,275 0.6 1,294 0.6 1,709 0.8
El Jicaral 1,524 1,067 0.7 885 0.6 818 0.5 974 0.6
El Sauce 4,382 3,653 0.8 2,268 0.5 2,270 0.5 3,389 0.8
Santa Rosa 1,083 841 0.8 679 0.6 718 0.7 890 0.8
Estelí 14,253 6,265 0.4 4,575 0.3 4,678 0.3 5,298 0.4
La Trinidad 1,995 1,851 0.9 1,443 0.7 1,446 0.7 1,558 0.8
San Juan de 
Limay 1,701 1,588 0.9 989 0.6 972 0.6 1,256 0.7
San Nicolas 993 605 0.6 662 0.7 674 0.7 758 0.8
TOTAL 28,100 17,495 0.6 12,776 0.5 12,870 0.5 15,832 0.6
1.1.3 Improved Literacy of Instructional Materials. 
Indicator 10. Number of target schools with supplemental reading materials available to 
students.
Baseline result is zero.
This indicator was split into two variables during the baseline study: 1) number of schools with
textbooks available and 2) number of schools receiving supplies. 
17
Number of schools with textbooks available
Seen in table 6 below, 397 out of the 469 schools sampled have textbooks of all four subjects: math, 
natural sciences, social sciences and literature. The municipality of El Sauce has fewer (67.2%) text 
books available, while the remaining schools sampled have greater (80%) availability. 
Table 6. Number of schools with textbooks available (math, natural sciences, social science and 
literature), by department and municipality. CREAN Project. May 2015
Categories
n
Math Natural 
Sciences
Social 
Sciences Literature
Textbooks 
availability for the 
four subjects
No. % No. % No. % No. % No. %
Department
León 254 198 78.0 196 77.2 196 77.2 199 78.3 193 76.0
Estelí 215 199 92.6 201 93.5 201 93.5 198 92.1 186 86.5
Municipality
Achuapa 60 51 85.0 50 83.3 49 81.7 51 85.0 49 81.7
El Jicaral 35 32 91.4 32 91.4 32 91.4 31 88.6 31 88.6
El Sauce 128 87 68.0 87 68.0 87 68.0 89 69.5 86 67.2
Santa Rosa 31 28 90.3 27 87.1 28 90.3 28 90.3 27 87.1
Estelí 95 88 92.6 84 88.4 86 90.5 84 88.4 77 81.1
La Trinidad 42 40 95.2 40 95.2 41 97.6 41 97.6 39 92.9
San Juan de 
Limay 46 45 97.8 46 100.0 44 95.7 44 95.7 44 95.7
San Nicolas 32 26 81.3 31 96.9 30 93.8 29 90.6 26 81.3
TOTAL 469 397 84.6 397 84.6 397 84.6 397 84.6 379 80.8
Number of schools receiving supplies
Table 7 presents the number of schools with expendable material, by department and municipality. 
Supplies most found available in the schools include: markers, flip chart paper, scissors and erasers.
The current government strategy allows for the provision of supplies to the schools. However, the 
resources of supplies are limited and the government is unable to provide for all schools.
CREAN is contributing supplies that the government is unable to provide in some schools.
Table 8 presents the number of schools that have availability of reading resources, by department and 
municipality. The municipalities with the greatest number of supplies were San Nicolas (96.9%) in 
Estelí and Achuapa (70%) from León. The municipalities with less availability are Santa Rosa 
(41.9%) and El Sauce (49.2%) from León and San Juan de Limay (52.2%) from Estelí. The reading 
promotion strategy aims to develop the project with its resources and support. The implementation of 
this reading strategy is not to replace any program that the Ministry of Education implements on 
school literacy; rather it is complementary to the work of teachers and the education community. It is 
included in the delivery of excess materials, textbooks, supplementary materials, such as dictionaries, 
natural sciences books, Atlases of the human body, and social sciences guides. This strategy is a 
complete picture that helps the teacher and students to develop and improve learning, all paid upon 
application, to deepen the complexity of the learning to read and write. 
Supplementary material: 279 schools (59.5%) have availability of supplementary materials; 139 
schools in Estelí and 140 in León. Supplementary material includes literature such as dictionaries, 
books of CCN, CCS, Atlas serves as material for consultation for children and the teacher (classes to 
develop planning and tasks).
18
Table 7. Number of schools with expendable material, by department and municipality. Base 
Line Study. CREAN Project May 2015
Categories n
Number of schools that have materials
Scissors Pens
Card￾boards
Flip￾chart
papers
Note￾books
Pencil
Cases
Markers Erasers Papers Crayons
Department
León 254 35 23 32 33 46 7 49 34 8 11
Estelí 215 41 29 38 49 14 7 52 38 0 0
Municipality
Achuapa 60 14 5 9 5 8 2 12 8 2 3
El Jicaral 35 7 5 6 11 10 3 10 11 3 4
El Sauce 128 14 6 17 4 14 2 11 12 3 4
Santa Rosa 31 0 7 0 13 14 0 16 3 0 0
Estelí 95 14 11 9 8 9 7 10 15 0 0
La Trinidad 42 1 1 2 0 0 0 1 1 0 0
San Juan de 
Limay 46 20 1 16 18 0 0 16 19 0 0
San Nicolas 32 6 16 11 23 5 15 25 3 1 1
TOTAL 469 76 52 70 82 60 29 101 72 9 12
Percent 16.2 11.1 14.9 17.5 12.8 6.2 21.5 15.4 1.9 2.6
Reading Corner: 195 schools (41.6%) have a designated space for reading; 116 schools from León
and 79 schools in Estelí. Municipalities with a lower percentage of schools implementing this model 
are Estelí (25%), San Juan de Limay (26.1%) and Santa Rosa del Peñon (35.5%). 
Traveling Backpacks: are currently only available in 25 schools; 12 schools in León and 13 schools 
in Estelí. The backpack consists of a bag and books of different types, stories, novels, cookbooks, 
biographies, etc. (interesting material) that motivates the students to read. The backpack is lent to a
family for a determined period of time (one week) and is then returned in good condition. The 
following month children may request another backpack with additional reading content. In returning 
the backpack the parents write a report (traveler passport) to note which texts were read, if they were 
read in full, describing their experience and the time they took with the traveling backpack. Teachers 
may request during class time that the children speak or comment about their reading experience.
This is an after school activity; the only additional time required is when the children have comments 
or questions on the material.
Library: There is a library in 105 schools; 52 in León and 53 in Estelí. Municipalities with fewer 
libraries are: Santa Rosa (9.7%) and Trinidad (12.1%).
The availability and use of teaching materials were identified as limitations, as expressed by 
municipal delegations and NER coordinators:
“…the lack of didactic material, for example textbooks they don’t have”; the lack of textbooks 
limits teachers from being better prepared and having resources for their classes”; "they have 
knowledge of the topics, but we cannot deny that we lack materials. There are good intentions, but 
we don’t have the adequate resources."
19
Table 8. Number of schools that have availability of reading resources, by department and 
municipality. CREAN Project. May 2015 
Categories No. of 
schools
Supplementary
Material Reading Corner
Traveling 
Backpack Library
Number % Number % Number % Number %
Department
León 254 140 55.1 116 45.7 12 4.7 52 20.5
Estelí 215 139 64.7 79 36.7 13 6.0 53 24.7
Municipality
Achuapa 60 42 70.0 27 45.0 5 8.3 17 28.3
El Jicaral 35 22 62.9 28 80.0 3 8.6 10 28.6
El Sauce 128 63 49.2 50 39.1 4 3.1 22 17.2
Santa Rosa 31 13 41.9 11 35.5 0 0.0 3 9.7
Estelí 95 62 65.3 26 25.0 4 3.8 30 28.8
La Trinidad 42 22 52.4 19 57.6 4 12.1 4 12.1
San Juan de 
Limay
46 24 52.2 12 26.1 3 6.5 11 23.9
San Nicolas 32 31 96.9 22 68.8 2 6.3 8 25.0
TOTAL 469 279 59.5 195 41.6 25 5.3 105 22.4
1.1.4 Increased Skills and Knowledge of Teachers
Indicator 11. Number of teachers/educators/teaching assistants in target schools who 
demonstrate use of new and quality teaching techniques or tools as a result of USDA 
assistance. 
Baseline result is zero.
Indicator 12. Number of teachers/educators/teaching assistants trained or certified as a 
result of USDA assistance. 
Baseline result is zero.
Indicators assessing the capacity of teachers through CREAN’s training and certification activities
are both zero at baseline and will be measured through the project’s on-going monitoring. 
Additionally, in support of the preparation for training activities and inputs required, the baseline 
survey asked teachers their level of training received. The results are shown in table 9 below, 
disaggregated by department, municipality and sex. 
84.9% of teachers surveyed reported having been trained in a method to teach reading and writing. In 
León the result was 85.7% (108) and in Estelí was 84.3% (129). All municipalities reported greater 
than 80%, highlighting the municipality of El Jicaral with 100%. By gender, 84.7% female 
teachers and 87.1% male teachers have received training. 
Teachers have been trained in the PAS Method (85.2%), followed by the method of a “Proper Name” 
(29.1%) and LPA strategy (Learn, Practice and Apply) (20.7%). Efforts have been made in recent 
years to unify a single method of literacy teaching as part of the MOE’s strategy to improve the quality 
of education. Municipal delegates and cluster leaders expressed "…teachers manage among 80% and 
90% PAS method", in which they are receiving training. Teachers were asked if they applied the 
20
method of teaching in which they were trained; 97.9% responded positively, in León 99.1% and 
96.9% in Estelí. Disaggregated by sex, 98.6% female and 92.6% male. 
Table 9. Number of teachers trained, methods trained and application of, disaggregated by 
department, municipality and sex. Baseline Study CREAN Project. May, 2015.
Categories
Teachers who received 
training Method or strategy trained in (n=237) % teachers 
applying 
trained 
method 
(n=237)
n No. %
Method 
proper 
name
Method 
PAS
Strategy 
LPA Other
Department
León 126 108 85.7 34.3 86.1 30.6 19.4 99.1
Estelí 153 129 84.3 24.8 84.5 12.4 25.6 96.9
Municipality
Achuapa 30 26 86.7 19.2 96.2 38.5 15.4 100.0
El Jicaral 15 15 100.0 26.7 93.3 33.3 6.7 93.3
El Sauce 62 50 80.6 44.0 82.0 32.0 28.0 100.0
Santa Rosa 19 17 89.5 35.3 76.5 11.8 11.8 100.0
Estelí 75 62 82.7 22.6 83.9 17.7 29.0 96.8
La Trinidad 33 28 84.8 17.9 82.1 7.1 28.6 96.4
San Juan de Limay 18 16 88.9 18.8 100.0 0.0 6.3 100.0
San Nicolas 27 23 85.2 43.5 78.3 13.0 26.1 95.7
Gender
Teachers (female) 248 210 84.7 31.0 98.1 27.6 26.7 98.6
Teachers (male) 31 27 87.1 48.1 74.1 18.5 18.5 92.6
TOTAL 279 237 84.9 29.1 85.2 20.7 22.8 97.9
 
1.1.5 Increased Skills & Knowledge of School Administrators
Indicator 13. Number of school administrators and officials in target schools who 
demonstrate use of new techniques or tools as a result of USDA assistance. 
Baseline result is zero.
Indicator 14. Number of school administrators and officials trained or certified as a result of 
USDA assistance. 
Baseline result is zero.
MGD 1.2 Improved Attentiveness
Indicator 15. Percent of students that have improved attentiveness in classrooms identified 
by their teachers (data collected during a single day, on a quarterly basis)
Teachers were asked their perception of student’s attentiveness and level of distraction in the 
classroom. Our baseline shows that on average 78.5% of students pay attention while they are having 
class. The municipalities with the highest percentages are: Estelí with 82.9% and El Jicaral with 
81.8%. Municipalities with lower percentages are Achuapa and Santa Rosa del Peñon, both with 
74.4%, and El Sauce 75.5%. By gender, 83.4% of boys were attentive and 73.9% of girls, as seen in 
table 10 below.
21
MOE officials identified that multi-grade classrooms, where a single teacher teaches up to six grades 
simultaneously and in small spaces, is a contributing factor to inattentiveness. 
“It is recognized that the methodology provides to teachers the right tool to keep the attention of 
children, however there are some situations as multi-grades with only one teacher and don’t allow 
the right time to teach”, Cluster member from León.
Table 10. Percent of students that have improved attentiveness in classrooms identified by 
their teachers, by department, municipality and sex. Baseline Study- CREAN Project. May 
2015
Categories
Percent of school children who pay 
attention, identified by their teachers
Total of school children on 
classrooms
Girls Boys Both Girls Boys Both
Department
León 70.7 80.4 75.6 1,548 1,540 3,088
Estelí 76.7 86.3 81.1 1,791 1,565 3,356
Municipality
Achuapa 71.2 77.7 74.4 371 368 739
El Jicaral 75.8 89.1 81.8 231 192 423
El Sauce 77.2 73.6 75.5 224 197 421
Santa Rosa 66.9 81.2 74.4 722 783 1,505
Estelí 79.5 86.8 82.9 1,082 937 2,019
La Trinidad 74.1 89.1 80.5 340 274 614
San Juan de 
Limay 72.7 86.3 79.2 154 139 293
San Nicolas 69.8 80.9 75.3 215 215 430
TOTAL 73.9 83.4 78.5 3,339 3,105 6,444
1.2.1 Reduced Short-Term Hunger
Indicator 16. Number of daily school meals (breakfast, snack, lunch) provided to school-age 
children as a result of USDA assistance
Baseline result is zero.
Indicator 17. Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (male)
Baseline result is zero.
Indicator 18. Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (female)
Baseline result is zero.
Indicator 19. Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (new)
Baseline result is zero.
Indicator 20. Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (continuing)
Baseline result is zero.
The baseline results for these five indicators to track the number of school children receiving daily 
school meals have a value of zero and will be measured through ongoing project monitoring. 
22
MGD 1.3 Improved Student Attendance
Calculation of Attendance: The consultants were given access to the attendance register of children 
in each school provided by the Ministry of Education (teachers). The data was then reviewed and 
analyzed for simple reporting frequencies crossing variables by the number of school calendar days 
to determine the number of girls and boys that are attending 80% or more days of school.
Definition of the indicator: Number of male students and female students attending at least (80%) of 
the planned school year
The formula is: Number of female students or male students, attendance in 144 days* 
The total enrollment of male and female students.
* 144 days is 80% of total (180) school days annually.
Indicator 21. Number of students regularly (80%) attending USDA supported 
classrooms/school (female)
Baseline is 13,918 female students.
Table 11 presents the number of (female) students regularly attending USDA supported classrooms 
in 2014. 13,918 students (91.1%) recorded regular (80% or more) attendance. Municipalities with a 
greater proportion of girls in regular attendance included: Estelí with 94%, San Juan de Limay with 
93.9% and La Trinidad with 93.5%. Municipalities with less proportion were: El Sauce with 85.5%, 
Achuapa with 87% and Santa Rosa del Peñon with 88.1%. 
Indicator 22. Number of students regularly (80%) attending USDA supported 
classrooms/school (male)
Baseline is 14,970 male students.
Table 11. Number of students regularly (80%) attending USDA supported classrooms/school 
(female), 2014. By department and municipality
Categories Final Enrollment (Year 2014) Attended 80% or more days in class
Number Percent
Department
León 5,546 4,809 86.7
Estelí 9,727 9,109 93.6
Municipality
Achuapa 1,440 1,253 87.0
El Jicaral 1,020 903 88.5
El Sauce 2,514 2,149 85.5
Santa Rosa 572 504 88.1
Estelí 7,421 6,977 94.0
La Trinidad 1,064 995 93.5
San Juan de Limay 771 724 93.9
San Nicolas 471 413 87.7
TOTAL 15,273 13,918 91.1
23
Table 12 presents the number of (male) students regularly attending USDA supported classrooms 
from in 2014. 14,970 (91.7%) recorded regular (80% or more) attendance. Municipalities with a 
greater proportion of boys with regular attendance are: Estelí with 96.2%, La Trinidad with 94.5% 
and San Juan de Limay with 92.6%. Municipalities with less proportion were: El Sauce with 83.4%, 
Santa Rosa del Peñon with 86.2% and Achuapa with 86.7%.
It is worth noting that interviews during the baseline study revealed parents, students, teachers, and 
staff members of the MOE (at all levels) expressed school children currently have a high attendance 
rate. The main motivations contributing to this include: a) the delivery of the daily school feeding 
program through PINE, and b) a developed awareness by parents of the importance of education and 
children’s retention in school.
1.3.5 Increased Community Understanding of Benefits of Education
Indicator 23. Number of parents in target schools who can name at least three benefits of 
primary education (collected through a survey)
Baseline is 252 parents.
Table 13 presents the number of parents who can name at least three benefits of primary education. 
252 (28.3%) of the 889 parents interviewed were able to name at least three benefits of primary 
education for their children. Municipalities with the lowest percentage were San Nicolas 13.3%, El 
Sauce 16.7% and La Trinidad 19.8%, and the municipalities with the highest percent were El Jicaral 
46%, Santa Rosa del Peñon 40.7% and Achuapa 38.6%. 
Benefits of primary education most mentioned by parents included: improved education level of their 
children (66.8%), better opportunities for the future (61%), option to study in secondary school
(53.8%), avoidance of child labor (4.3%), and assistance to organize the community (8.4%). Other 
benefits mentioned: to build a better country, make their family proud, be a better citizen, have better 
relationships, avoid pregnancy, support the family, be independent, and gain respect. An expression 
that captures this feeling is: “…a child develops as a person and for the community too, for everyone 
needs to know how to read for a better future." Father, San Jose, La Trinidad Municipality.
Table 12. Number of students regularly (80%) attending USDA supported classrooms/school 
(Male) 2014. By department and municipality.
Categories Final enrollment (Yr 2014) Attended 80% or more days in class
Number Percentage
Department
León 5,820 4,960 85.2
Estelí 10,497 10,010 95.4
Municipality
Achuapa 1,489 1,291 86.7
El Jicaral 1,013 886 87.5
El Sauce 2,709 2,258 83.4
Santa Rosa 609 525 86.2
Estelí 7,993 7,687 96.2
La Trinidad 1,145 1,082 94.5
San Juan de Limay 868 804 92.6
San Nicolas 491 437 89.0
TOTAL 16,317 14,970 91.7
24
Table 13. Number of parents who can name three or more benefits of primary education. Base 
Line Study, CREAN Project. May 2015
Categories n
Name at 
least three 
benefits
Percent of named benefits
Better 
education 
for Boys 
and girls
Option to 
study 
secondary
Better 
opportunity 
for the 
future
Avoid 
child 
labor
Help to 
organize 
the 
community
Other
No. %
Department
León 384 147 38.3 78.9 52.1 65.4 5.7 12.8 11.7
Estelí 505 105 20.8 56.8 55.0 57.6 3.2 5.1 3.8
Municipality
Achuapa 88 34 38.6 65.9 51.1 45.5 11.4 22.7 27.3
El Jicaral 50 23 46.0 72.0 64.0 86.0 4.0 0.0 6.0
El Sauce 42 7 16.7 76.2 35.7 71.4 2.4 9.5 7.1
Santa Rosa 204 83 40.7 86.8 52.9 67.6 4.4 12.3 7.4
Estelí 221 52 23.5 57.9 56.6 57.0 5.0 4.5 5.9
La Trinidad 121 24 19.8 58.7 57.9 59.5 1.7 2.5 3.3
San Juan de 
Limay 73 17 23.3 58.9 45.2 65.8 0.0 11.0 1.4
San Nicolas 90 12 13.3 54.4 55.6 50.0 3.3 5.6 1.1
TOTAL 889 252 28.3 66.8 53.8 61.0 4.3 8.4 7.2
1.2.1.1, 1.3.1.1 Increased Access to Food (School Feeding)
Indicator 24. Number of social assistance beneficiaries participating in productive safety 
nets as a result of USDA assistance (female)
Baseline result is zero.
Indicator 25. Number of social assistance beneficiaries participating in productive safety 
nets as a result of USDA assistance (male)
Baseline result is zero.
Indicator 26. Number of social assistance beneficiaries participating in productive safety 
nets as a result of USDA assistance (new)
Baseline result is zero.
Indicator 27. Number of social assistance beneficiaries participating in productive safety 
nets as a result of USDA assistance (continuing)
Baseline result is zero.
Indicators to track the number of beneficiaries participating in productive safety nets through USDA 
funding has a value of zero and will be measured through ongoing project monitoring.
1.4.4. Increased Engagement of Local Organizations and Community Groups
Indicator 28. Number of Parent-Teacher Associations (PTAs) or similar “school” governance 
structures supported as a result of USDA assistance.
25
Baseline result is zero.
Indicator 29. Number of public-private partnerships formed as a result of USDA assistance
Baseline result is zero.
Indicator 30. Value of public and private sector investments leveraged as a result of USDA 
assistance. 
Baseline result is zero.
The baseline values of the above indicators will be zero, with ongoing monitoring of project activities 
to measure results. However, the baseline study inquired to the existence and functionality of the 
PTAs to understand better the organizational level set in schools and the process linked with the 
distribution of daily school feeding. The participation of parents and community leaders in the school 
was found to be of vital importance to the educational process and activities, in attendance, retention 
and learning quality. It was felt that the PTA’s worked well when following these guidelines: a) being 
organized, b) meeting at least once a month, and c) establishing and following a work plan. Results 
are seen below in table 14.
In general, 96.6% of schools have a PTA organized and 83.2% hold meetings in a systematic way at 
least once a month. However, only 36.6% of PTAs responded to having a working plan.
Table 14. Number of schools that PTAs are organized and working. Disaggregated by 
department and municipality. Base Line Study, CREAN Project. May 2015
Categories n
School with 
PTAs and 
working
Schools that fulfill with PTAs activities
PTA PTA´s members
organized 
PTA that 
have meeting 
at least once 
a month
PTA with 
working plan
No. % No. % No. % No. % Teacher Parent
Department
León 254 90 35.4 247 97.2 207 83.8 111 53.6 406 1,264
Estelí 215 54 25.1 206 95.8 170 82.5 55 26.7 462 1,434
Municipality
Achuapa 60 23 38.3 58 96.7 50 86.2 28 48.3 94 291
El Jicaral 35 10 28.6 34 97.1 26 76.5 16 47.1 55 149
El Sauce 128 45 35.2 126 98.4 107 84.9 53 42.1 204 679
Santa Rosa 31 12 38.7 29 93.5 24 82.8 14 48.3 53 145
Estelí 95 14 14.7 87 91.6 72 82.8 15 17.2 225 537
La Trinidad 42 22 52.4 41 97.6 39 95.1 22 53.7 108 458
San Juan de 
Limay 46 5 10.9 46 100 31 67.4 5 10.9 71 217
San Nicolas 32 13 40.6 32 100 28 87.5 13 40.6 58 222
TOTAL 469 144 30.7 453 96.6 377 83.2 166 36.6 868 2,698
MGD SO2. Increased Use of Health and Dietary Practices
Feeding practices of school children were measured by asking them to identify the different groups 
of food that they had consumed the day before the survey, including the times of food consumption 
26
(breakfast, lunch and dinner, and snack during morning and afternoon). Minimum meal frequency 
and the diversity of food intake (Minimum Dietary Diversity) with the combination of these two 
indicators are obtaining the Minimum Acceptable Diet that was assessed for the school children, 
disaggregated by sex.
Indicator 31. Percent of school-age children receiving a minimum acceptable diet (female)
Baseline is 81.5%.
Table 15 presents the percentage of female school-age children (81.5%) receiving a minimum 
acceptable diet. The municipalities with lower percentages are Achuapa 70.2%, La Trinidad 74.8% 
and Santa Rosa del Peñon 76.3%. The municipality of El Jicaral presented the highest percent, 
reaching 95.8%. 
97.7% of (female) children have an acceptable food frequency, indicating an acceptable number of 
times eating during the day. 82.4% have Minimum Dietary Diversity, which indicate that not all 
(female) children consume diverse food groups required for good nutrition.
Table 15. Percent of (female) school-age children receiving a minimum acceptable diet, in 
regards to Minimum Meal Frequency and Minimum Dietary Diversity, by department and
municipality. Base line study, CREAN Project, May 2015
Categories n
Minimum Meal Frequency Minimum Dietary 
Diversity
Minimum Acceptable 
Diet
No. % No. % No. %
Department
León 498 486 97.6 412 82.7 407 81.7
Estelí 629 615 97.8 517 82.2 512 81.4
Municipality
Achuapa 114 108 94.7 82 71.9 80 70.2
El Jicaral 72 72 100.0 69 95.8 69 95.8
El Sauce 253 248 98.0 216 85.4 213 84.2
Santa Rosa 59 58 98.3 45 76.3 45 76.3
Estelí 294 288 98.0 257 87.4 255 86.7
La Trinidad 135 132 97.8 103 76.3 101 74.8
San Juan de Limay 83 80 96.4 71 85.5 71 85.5
San Nicolas 117 115 98.3 86 73.5 85 72.6
TOTAL 1127 1101 97.7 929 82.4 919 81.5
Indicator 32. Percent of school-age children receiving a minimum acceptable diet (male)
Baseline is 76.6%.
Table 16 presents the percent of male school-age children (76.6%) receiving a minimum acceptable 
diet. The municipalities with lower percentages are Santa Rosa del Peñon 60.5% and San Nicolas 
(65.3%). The municipality of El Jicaral presented the highest percent, reaching 96.2%. 
97% of (male) children were have an acceptable food frequency, indicating an acceptable number of 
times eating during the day. 77.2% of (male) children have Minimum Dietary Diversity, which 
indicate that not all (male) children consume diverse food groups required for good nutrition. 
27
Table 16. Percent of school-age children receiving a minimum acceptable diet (male), in 
regards Minimum Meal Frequency and Minimum Dietary Diversity, by department and 
municipality. Base line study, CREAN Project, May 2015
Categories n
Minimum Meal Frequency Minimum Dietary 
Diversity
Minimum Acceptable 
Diet
No. % No. % No. %
Department
León 438 431 98.4 357 81.5 356 81.3
Estelí 626 601 96.0 464 74.1 459 73.3
Municipality
Achuapa 120 116 96.7 91 75.8 91 75.8
El Jicaral 53 53 100.0 51 96.2 51 96.2
El Sauce 222 219 98.6 189 85.1 188 84.7
Santa Rosa 43 43 100.0 26 60.5 26 60.5
Estelí 273 262 96.0 218 79.9 214 78.4
La Trinidad 164 160 97.6 117 71.3 117 71.3
San Juan de Limay 71 63 88.7 52 73.2 51 71.8
San Nicolas 118 116 98.3 77 65.3 77 65.3
TOTAL 1064 1032 97.0 821 77.2 815 76.6
MGD 2.1 Improved Knowledge of Health and Hygiene Practices
Indicator 33. Number of students (and parents) in target schools who can identify at least 
one local source of information on good health practices (e.g. community health clinic).
Baseline is: 1,048 female students, 1,122 male students, 666 mothers, 75 fathers.
Table 17 shows the number of students who can identify at least one local source of information on good 
health practices. 2,170 (99%) were able to identify at least one local source of information on good 
health practices; 98.5% girls and 99.6% boys.
Table 17. Number of students (male and female) in target schools that can identify one local 
source of information on good health practices. Disaggregated by department and 
municipality. Base Line Study, CREAN Project, May 2015
Categories
Female Students Male Students Total Students
n No. % n No. % n No. %
Department
León 498 497 99.8 438 438 100 936 935 99.9
Estelí 629 625 99.4 626 610 97.4 1255 1235 98.4
Municipality
Achuapa 114 114 100 120 120 100 234 234 100
El Jicaral 72 72 100 53 53 100 125 125 100
El Sauce 253 252 99.6 222 222 100 475 474 99.8
Santa Rosa 59 59 100 43 43 100 102 102 100
Estelí 294 290 98.6 273 264 96.7 567 554 97.7
La Trinidad 135 135 100 164 158 96.3 299 293 98.0
San Juan de 
Limay 83 83 100 71 71 100 154 154 100
San Nicolas 117 117 100 118 117 99.2 235 234 99.6
TOTAL 1064 1048 98.5 1127 1122 99.6 2191 2170 99.0
28
Table 18 presents 741 (83.4%) Number of parents who can identify at least one local source of 
information on good health practices; 84.5% of mothers and 74.3% of fathers. The municipalities 
with the lowest percentage was Estelí 78.7%, Santa Rosa del Peñon (81%) and El Sauce (82.4%). 
Table 18. Number of parents in target schools who can identify at least one local source of 
information on good health practices, disaggregated by department and municipality. Base 
Line Study, CREAN Project, May 2015.
Categories Mothers Fathers Total
n No. % n No. % n No. %
Department
León 341 292 85.6 43 31 72.1 384 323 84.1
Estelí 447 374 83.7 58 44 75.9 505 418 82.8
Municipality
Achuapa 71 64 90.1 17 12 70.6 88 76 86.4
El Jicaral 46 41 89.1 4 4 100.0 50 45 90.0
El Sauce 188 157 83.5 16 11 68.8 204 168 82.4
Santa Rosa 36 30 83.3 6 4 66.7 42 34 81.0
Estelí 197 157 79.7 24 17 70.8 221 174 78.7
La Trinidad 113 96 85.0 8 7 87.5 121 103 85.1
San Juan de Limay 62 57 91.9 11 8 72.7 73 65 89.0
San Nicolas 117 117 100 15 12 80.0 90 76 84.4
TOTAL 788 666 84.5 101 75 74.3 889 741 83.4
Chart 1 provides the types of information sources children mentioned. The information source with 
highest utilization is the school or teacher (87.5%), followed by the family (78.5%) personnel or 
health unit (47.8%) and media (47.2%). 
Chart 2 provides the types of information sources the parents mentioned. 47.9% parents refer to 
school or teacher as a first source of information, second is personnel or health unit (40.8%), followed 
by a health volunteer or brigadista that belong to the community (24.9%), the media (15.2%) and 
WVNIC (10.2%).
0
10
20
30
40
50
60
70
80
90
House/Family School/
Teacher
Health
volunteer
Personnel or
Health Unit
TV, Radio or
newspaper
Other
78.5
87.5
26.8
47.8 47.2
2.1
%
Chart 01. Types of information sources mentioned by school children to 
learn about good health practices
29
Indicator 34. Percent of students in target schools who achieve a passing score on a test of 
good health and hygiene practices
Baseline is 56.8%.
Table 19 presents the percentage of students in targets schools who achieve a passing score on a test 
of good health and hygiene practices. The baseline study found 56.8% of students practice hand 
washing using soap and water at two key moments: before eating and after using the bathroom. The 
municipalities that had the lowest percent were: San Juan de Limay with 28.6 %, Santa Rosa del 
Peñon with 40.2%, La Trinidad with 43.5% and Estelí with 49.4%. The municipalities with the 
highest percent were Achuapa with 84.6% and El Sauce with 74.3%. 
Table19 Percent of students who achieve passing score on hand washing, disaggregated by 
department and municipality. Base Line Study, CREAN Project May 2015
Categories n
Percent of Children who 
wash their hands before 
eating
Percent of Children who 
wash their hands after using 
the bathroom
Children who 
achieve a passing 
score on hand 
washing
Water 
and 
soap
Just 
water
Don’t 
wash 
hands
Soap 
and 
Water
Just 
Water
Don´t 
wash 
hand
Number %
Department
León 936 75.3 22.3 2.4 81.0 17.3 1.7 665 71.0
Estelí 1255 51.4 40.2 8.4 53.1 39.9 6.9 580 46.2
Municipality
Achuapa 234 88.0 11.5 0.4 91.0 9.0 0.0 198 84.6
El Jicaral 125 61.6 34.4 4.0 66.4 32.8 0.8 73 58.4
El Sauce 475 79.6 19.8 0.6 84.2 15.4 0.4 353 74.3
Santa Rosa 102 43.1 44.1 12.7 60.8 26.5 12.7 41 40.2
Estelí 567 54.9 43.2 1.9 57.1 41.4 1.4 280 49.4
La Trinidad 299 48.8 31.8 19.4 51.2 33.8 15.1 130 43.5
San Juan de 
Limay 154 34.4 58.4 7.1 34.4 59.1 6.5 44 28.6
San Nicolas 235 57.4 31.5 11.1 58.3 31.5 10.2 126 53.6
TOTAL 2191 61.6 32.5 5.8 65.0 30.3 4.7 1245 56.8
0
10
20
30
40
50
House/Family School/
Teacher
Health
volunteer
Personnel or
Health Unit
TV, Radio or
newspaper
WVNIC Other
15.6
47.9
24.9
40.8
15.2
10.2
13.7
%
Chart 02. Type of source of information mentioned by parents to 
learn about good health practices
30
Indicator 35. Number of parents in target schools who can identify at least three important 
health/hygiene practices (e.g. use of latrines)
Baseline is 348.
Table 20 presents the number of parents in target schools who can identify at least three important 
health/hygiene practices, including: hand washing (68.5%), cleaning house (44.3%), where to dispose 
of trash (46.7%), keep farm animals outside of the house (16.9%), use of latrine/toilet (19.3%) and 
use of safe water (32.8%). 
Three hundred and forty eight (39.1%) of parents mentioned at least three important practices. San 
Nicolas 31.1%, El Sauce 33.3%, and Estelí 33.9% municipalities observed the lowest percentages, 
and Santa Rosa 49.5%, San Juan de Limay 45.2% and El Jicaral 40% acquired slightly higher 
percentages. 
Table 20. Number of parents in target schools who can identify at least three important 
health/hygiene practices. Base Line Study- CREAN Project. May 2015
Categories
Name at least 
three practices
Percentage of health 
and hygiene practices named (n=348)
n Number % Hand 
Washing
Keep 
clean 
kitchen
Trash 
in a 
right 
place
Farm 
animals 
outside 
of the 
house
Use 
latrine/ 
toilet
Use of 
safe 
water
Department
León 384 170 44.3 76.3 46.9 46.4 18.0 21.6 40.9
Estelí 505 178 35.2 62.6 42.4 46.9 16.0 17.6 26.7
Municipality
Achuapa 88 35 39.8 68.2 36.4 42.0 15.9 19.3 34.1
El Jicaral 50 20 40.0 78.0 42.0 36.0 20.0 18.0 46.0
El Sauce 204 101 33.3 79.9 53.4 53.9 20.6 25.0 45.1
Santa Rosa 42 14 49.5 73.8 42.9 31.0 7.1 14.3 28.6
Estelí 221 75 33.9 61.1 44.3 48.0 11.8 14.9 22.2
La Trinidad 121 42 34.7 58.7 41.3 43.8 18.2 16.5 29.8
San Juan de Limay 73 33 45.2 67.1 35.6 53.4 26.0 30.1 35.6
San Nicolas 90 28 31.1 67.8 44.4 43.3 15.6 15.6 26.7
TOTAL 889 348 39.1 68.5 44.3 46.7 16.9 19.3 32.8
MGD 2.2 Increased Knowledge of Safe Food Prep and Storage Practices
Indicator 36. Number of food preparers in target schools that can identify at least three 
key practices aimed at safe food preparation
Baseline is 621 food preparers.
Table 21 presents the number of food preparers that can identify at least three key practices aimed 
at safe food preparation. The baseline assessment was done through surveys given to randomly 
selected parents who prepare school food. Key practices include: hands washing (79.5%), taking off 
rings and bracelets when preparing food (8%), use of hair cap (12.1%), washing kitchen utensils
(69.9%), food washing (75.6%), appropriate food storage (43.3%) and the use of safe water
(35.8%).
31
Six hundred and twenty one (69.9%) parents identified three of the seven key practices. The 
municipalities of El Sauce (82.8%) and El Jicaral (72%) show the highest percent of knowledge; in 
contrast, the municipalities with the lowest percent are located in Estelí, San Nicolas with 
56.7% and La Trinidad with 61.2%.
Table 21. Number of food preparers in target schools that can identify at least three key 
practices aimed at safe food preparation. Disaggregated by department and municipality. 
Baseline Study CREAN Project. May 2015
Categories n
Identify at least 
three key 
practices
Key safe food preparations
Number %
Hand 
Washing
Do not 
use rings,
bracelets 
in the 
hands
Use 
of 
hair
cap
Wash
kitchen
utensils
Food 
Washing 
Food 
Storage
Use 
safe 
water
Department
León 384 294 76.6 81.3 11.7 12.0 69.0 77.3 48.2 40.1
Estelí 505 327 64.8 78.2 5.1 12.3 70.5 74.3 39.6 32.5
Municipality
Achuapa 88 61 69.3 80.7 13.6 20.5 53.4 63.6 54.5 37.5
El Jicaral 50 36 72.0 72.0 6.0 8.0 76.0 84.0 54.0 36.0
El Sauce 204 169 82.8 84.8 13.7 10.3 74.0 82.4 48.5 46.1
Santa Rosa 42 28 66.7 76.2 4.8 7.1 69.0 73.8 26.2 21.4
Estelí 221 152 68.8 77.8 7.7 10.0 72.4 76.5 41.2 33.9
La Trinidad 121 74 61.2 77.7 5.0 15.7 68.6 75.2 32.2 29.8
San Juan de 
Limay 73 50 68.5 82.2 0.0 13.7 75.3 82.2 46.6 28.8
San Nicolas 90 51 56.7 76.7 3.3 12.2 64.4 61.1 40.0 35.6
TOTAL 889 621 69.9 79.5 8.0 12.1 69.9 75.6 43.3 35.8
Indicator 37. Number of food preparers at target schools who achieve a passing score on a 
test of safe food preparation and storage.
Baseline is 593 food preparers.
Table 22 presents 593 food preparers (66.7%) achieved a passing score for the preparation of safe 
food. The municipalities with highest percentages are El Sauce (76.2%), San Juan de Limay (74%), 
El Jicaral (72%) and San Nicolas (51.1%). The municipalities with the lowest percentages were 
Achuapa (51.1%), Santa Rosa del Peñon (56.9%), Estelí (62.4%) and La Trinidad (65.3%).
Indicator 38. Number of individuals trained in child health and nutrition as a result of USDA 
assistance (female) 
Baseline result is zero.
Indicator 39. Number of individuals trained in child health and nutrition as a result of USDA 
assistance (male). 
Baseline result is zero.
32
Table 22. Number of food preparers at target schools who achieve a passing score on a test 
of safe food preparation and storage. Disaggregated by department and municipality. 
Baseline Study CREAN Project. May 2015
Categories n
Food preparers who met 5 approved criteria
Number Percent
Department
León 384 258 67.2
Estelí 505 335 66.3
Municipality
Achuapa 88 45 51.1
El Jicaral 50 36 72.0
El Sauce 42 32 76.2
Santa Rosa 204 116 56.9
Estelí 221 138 62.4
La Trinidad 121 79 65.3
San Juan de Limay 73 54 74.0
San Nicolas 90 45 51.1
TOTAL 889 593 66.7
MGD 2.3 Increased Knowledge of Nutrition
The baseline for number of individuals trained in child health and nutrition as a result of USDA 
assistance is zero and will be assessed through ongoing project monitoring. 
Table 23 presents the percentage of parents who reported receiving training on child health and 
nutrition prior to the start of CREAN’s project activities, disaggregated by department and 
municipality and role. 40.2% of total parents interviewed reported having received training. The 
municipalities with the highest percent were El Jicaral (50%), Achuapa (46.6%), La Trinidad
(43.8%), San Juan de Limay (42.5%) and San Nicolas (42.2%). The municipalities with lower
percentage were El Sauce (38.2%), Estelí (35.3%) and Santa Rosa del Peñon (31%). By gender, 41% 
mothers received training and 33.7% of fathers.
Table 23. Parents who have received training on child health and nutrition, Disaggregated by department 
and municipality. Baseline Study CREAN Project. May, 2015.
Categories Mothers Fathers Total
n No. % n No. % n No. %
Department
León 341 143 41.9 43 14 32.6 384 157 40.9
Estelí 447 180 40.3 58 20 34.5 505 200 39.6
Municipality
Achuapa 71 33 46.5 17 8 47.1 88 41 46.6
El Jicaral 46 24 52.2 4 1 25.0 50 25 50.0
El Sauce 188 73 38.8 16 5 31.3 204 78 38.2
Santa Rosa 36 13 36.1 6 0 0.0 42 13 31.0
Estelí 197 71 36.0 24 7 29.2 221 78 35.3
La Trinidad 113 50 44.2 8 3 37.5 121 53 43.8
San Juan de Limay 62 27 43.5 11 4 36.4 73 31 42.5
San Nicolas 75 32 42.7 15 6 40.0 90 38 42.2
TOTAL 788 323 41.0 101 34 33.7 889 357 40.2
33
MGD 2.4 Increased Access to Clean Water and Sanitation Services
Indicator 40. Number of schools using an improved water source
Baseline is 178 schools.
Table 24 shows the number of schools using an improved water source. Schools were identified with: 
1) a water source, 2) an improved water source with treatment, and 3) the type of treatment, chlorine 
or filter. The study looked at the source of the water and the condition of the water facility, such as a 
pipe system, well or rain water catchment. 178 schools (53.8%) have an improved water source and
were also receiving treatment (chlorination/ purification). The municipalities with fewer schools with
water sources that receive treatment are, El Jicaral (36.8%), San Juan de Limay (22.9%), Santa Rosa 
(39.1%), and La Trinidad (40.6) Municipalities that have a greater amount of schools with treated 
water sources are: El Sauce (59.4%), Estelí (64.4%) and Achuapa (68.6%). 
Table 24. Schools with water source and treatment received, Disaggregated by department 
and municipality. Baseline Study CREAN Project. May 2015
Category n
Schools with 
water source
Schools w improved 
water source. Having 
treatment (n= 331)
Type of treatment that 
receive (n=178)
No. % No % Chlorination Filter
Department
León 254 173 68.1 97 56.1 93 4
Estelí 215 158 73.5 81 51.3 73 7
Municipality
Achuapa 60 35 58.3 24 68.6 23 1
El Jicaral 35 19 54.3 7 36.8 6 1
El Sauce 128 96 75.0 57 59.4 55 2
Santa Rosa 31 23 74.2 9 39.1 9 0
Estelí 95 73 76.8 47 64.4 42 5
La Trinidad 42 32 76.2 13 40.6 12 0
San Juan de Limay 46 35 76.1 8 22.9 8 0
San Nicolas 32 18 56.3 13 72.2 11 2
TOTAL 469 331 70.6 178 53.8 166 11
Indicator 41. Number of schools with improved sanitation facilities.
Baseline is 200 schools.
Table 25 presents the number of schools with improved sanitation facilities. Schools were observed 
to identify sanitation facilities, conditions of and what kind of rehabilitation was needed, specifically 
physical conditions of the latrines (doors, walls, roof, seat, and bowl). 200 schools (47.1%) were 
found to have sanitation facilities in good condition.
MGD 2.6 Increased Access to Requisite Food Prep and Storage Tools and 
Equipment
Indicator 42. Number of target schools with improved food prep and storage equipment. 
Baseline is 30 schools.
34
Schools were observed to identify: 1) designated food storage location (table 26), 2) condition of 
the food storage (table 27), and 3) availability of food preparation utensils (table 28). 
Table 25. Schools with sanitation facilities and their physical condition, disaggregated by 
department and municipality. Baseline Study CREAN Project. May 2015
Category
n
Schools with 
sanitation 
facilities
Schools with 
sanitation 
facilities in
good 
condition 
(n=425)
Percent of the sanitary 
component in good condition
No. % No. % Door Wall Roof Seat Bowl Tank and 
accessories
Department
León 254 224 88.2 105 46.9 56.1 56.1 61.4 64.9 66.7 1.8
Estelí 215 201 93.5 95 47.3 54.5 66.7 66.7 72.7 78.8 6.1
Municipality
Achuapa 60 57 95.0 24 42.1 56.1 56.1 61.4 64.9 66.7 1.8
El Jicaral 35 33 94.3 16 48.5 54.5 66.7 66.7 72.7 78.8 6.1
El Sauce 128 107 83.6 58 54.2 65.4 63.6 63.6 66.4 66.4 7.5
Santa Rosa 31 27 87.1 7 25.9 51.9 48.1 55.6 48.1 55.6 11.1
Estelí 95 93 97.9 41 44.1 61.3 64.5 65.6 72.0 81.7 29.0
La Trinidad 42 35 83.3 18 51.4 62.9 71.4 71.4 82.9 77.1 31.4
San Juan de 
Limay 46 42 91.3 22 52.4 61.9 78.6 90.5 100.
0
97.6 7.1
San Nicolas 32 31 96.9 14 45.2 74.2 61.3 71.0 67.7 74.2 6.5
TOTAL 469 425 90.6 200 47.1 61.6 64.0 67.3 71.5 74.6 13.4
Table 26 summarizes schools’ food storage locations, both at the school (229) and at the household 
(155); only 32% of schools (74) with storage locations have a kitchen. In the municipalities El Jicaral, 
Santa Rosa del Peñon, Estelí, La Trinidad, San Juan de Limay and San Nicolas, food storage locations 
are at the school, in the municipalities of El Sauce and Achuapa food is stored in the household. The 
study found there is a preference to storing food at the schools, providing better transparency, greater 
accountability for proper distribution and limit any jealousy parents may develop with each other 
from storing food in their homes. In this regard, a mother explains:
“We have someone responsible for food storage which is distributed daily to parents who are 
responsible for cooking the next day. They are vigilant that the teachers distribute the measures
accurately.” Mother from El Tamarindo, El Jicaral
Table 27 presents how the study identified seven basic criteria to understand the conditions of 
where food is being stored: 1) space, 2) use of wooden pallets and plastic tarps, 3) ventilation, 4)
walls in good condition, 5) clean floor or ground, 6) roof in good condition, and 7) if the location 
was only being used to store food. Results, presented in table 27, show 206 schools meet the 
minimum acceptable storage.
35
Table 26. Number of target schools with a space or place to storage food, disaggregated 
by department and municipality. Baseline Study-CREAN Project. May, 2015
Category n
Location where food is stored in the 
school
Location where food is 
stored outside of the school
Classrooms Storage￾Kitchen Administration Family 
House
Teacher 
House
Neighboring 
House or 
leader
Department
León 254 122 25 6 102 3 3
Estelí 215 107 49 6 53 1 2
Municipality
Achuapa 60 26 5 3 28 0 0
El Jicaral 35 24 6 2 2 1 0
El Sauce 128 48 13 1 67 2 3
Santa Rosa 31 24 1 0 5 0 0
Estelí 95 40 30 2 21 1 2
La Trinidad 42 24 11 2 5 0 0
San Juan de 
Limay 46 22 3 1 20 0 0
San Nicolas 32 21 5 1 7 0 0
TOTAL 469 229 74 12 155 4 5
Table 27. Number of target schools with locations to store food, disaggregated 
by department and municipality. Baseline Study-CREAN Project. May 2015
Category n
Conditions for food storage locations Meets all the 
conditions
Space
Use 
pallets
and 
plastic
Has 
venti￾lation
Just 
for 
food
Walls in 
good 
conditions
Clean 
floor 
or 
ground
Roof 
in 
good 
condi
tion
No. %
Department
León 254 151 128 174 46 218 211 238 17 6.7
Estelí 215 127 78 155 40 181 155 187 9 4.2
Municipality
Achuapa 60 40 36 43 8 49 50 54 5 8.3
El Jicaral 35 15 26 18 2 34 29 34 1 2.9
El Sauce 128 73 59 87 33 107 104 121 10 7.8
Santa Rosa 31 23 7 26 3 28 28 29 1 3.2
Estelí 95 63 35 65 13 75 64 78 4 4.2
La Trinidad 42 31 25 34 13 39 41 40 1 2.4
San Juan de 
Limay 46 14 4 34 4 40 24 42 1 2.2
San Nicolas 32 19 14 22 10 27 26 27 3 9.4
TOTAL 469 278 206 329 86 399 366 425 26 5.5
Table 28 summarizes basic materials used in schools for food preparation include: pans, pails, 
buckets, cooking spoons, ladle, and knives. 73 schools currently have these basic utensils for food 
preparation.
36
Table 28. Number of schools with utensils for food preparation, disaggregated by 
department and municipality. Baseline Study-CREAN Project. May, 2015.
Category n
School 
with 
utensils
Number of schools with specific utensils for cooking meals
Pan Pail Bucket Cooking 
spoon 
Ladle Knife Cover Pot
Department
León 254 29 6 3 2 3 1 29 4 29
Estelí 215 44 21 4 15 13 5 44 9 44
Municipality
Achuapa 60 7 1 1 1 1 0 7 0 7
El Jicaral 35 9 0 0 0 0 0 9 0 9
El Sauce 128 12 4 2 1 2 1 12 4 12
Santa Rosa 31 1 1 0 0 0 0 1 0 1
Estelí 95 24 11 2 8 8 4 24 6 24
La Trinidad 42 6 4 2 4 2 1 6 1 6
San Juan de 
Limay 46 9 3 0 0 1 0 9 0 9
San Nicolas 32 5 3 0 3 2 0 5 2 5
TOTAL 469 73 27 7 17 16 6 73 13 73
The preparation of the daily school meals is made at the homes of parents. Coordinators from NER 
(rural schools) recognize that the organization lies on the Comte de Alimentación Escolar (CAE). 
Parents are responsible for the transfer, safety, preparation and distribution of food to the children. 
Teachers and principals list the guidelines of who (parent or member of the CAE) is responsible on 
each day to coordinate the preparation and distribution in the classrooms. Schedules are displayed in 
the classrooms and children transmit information to the parents. 
37
V. CONCLUSIONS
Improved Literacy of School-Aged Children: The results of the EGRA Test show 3
rd grade students
demonstrate low levels of literacy measured through fluency of reading comprehension; male school
demonstrate a lower level than female school children. In León department the literacy level is lower 
than in Estelí department.
Comparison of two indicators that assess literacy (fluency and reading comprehension), demonstrate 
that children are not developing the ability to understand all that they are reading.
Other results (as shown in table 3) on school children’s literacy deficiencies:
▪ Letter recognition (phonemic awareness): on average second grade children recognize 6 and 6.1 
of 10 sounds; in third grade the recognition is 5.6 for boys and 6 for girls
▪ Letter-sound knowledge: in both grades and sex, students had the same knowledge of the letter 
name, third grade (boys 18.6, girls 20.1) and second grade (boys 19.1, girls 20.4)
▪ Familiar word reading: in third grade performance (boys 44 cwpm), girls (49.4 cwpm) and in 
second grade (boys 35.8 cwpm), (girls 38.2 cwpm)
▪ Oral Comprehension: in third grade (60.7% for boys, 59.7 % for girls), in second grade (59.1% 
for boys and 55.3% for girls). In both grades and sex, students showed better results in oral 
comprehension that in reading comprehension
▪ Dictation: third grade performance (44.1% for boys, 54.3% for girls) is better than second grade 
(39.5% for boys, 42.1% for girls)
Teachers demonstrate improved literacy instruction: A high percentage of teachers have received 
training in literacy teaching methodologies, specifically in the PAS method that is utilized by the 
MOE. When the teachers and supervisors were consulted, they expressed that they do not have 
proficiency of the method. It is a new methodology for multi-grade schools and is more difficult to 
apply as there is not enough teaching supplies for its implementation.
Access to School Supplies: There are school supply limitations such as: basic text books and 
expendable supplies used in the classroom (notebooks, pencils, cardboard, and flipchart paper). These 
supplies are important to implement the PAS Method.
School attendance: Baseline findings show school children, both boys and girls, have high attendance
rates. One of the main elements identified that have facilitated the school attendance is the 
implementation of the PAS method and the delivery of the daily school feeding program.
Community awareness on the benefits of education: Baseline findings show that parents have little 
awareness regarding the benefits of their children completing primary school. Only 3 in 10 parents 
could name three benefits (see table 13). The greatest benefits recognized were: personal growth, 
further education and better opportunities for the future.
Engagement of Local Organizations and Community Groups: CAEs are organized in almost 100% 
of all target schools, however not all CAEs work properly (lack of a work plan and do not meetings 
frequently). In general, CAE members understand the role and responsibilities for the implementation 
of the school feeding program and there is good coordination between the parties. Participation of 
parents is limited to the food preparation during classes.
Healthy Eating Practices: A high percentage of students eat the right amount during the day, however
not all consume from the required food groups for a healthy nutrition. Therefore decreasing the 
38
percentage of students who have a minimum acceptable diet. In general, male students have a lower 
percentage of minimum acceptable diet than female students.
Knowledge of Health and Hygiene Practices: Parents and school children all have knowledge of 
where to find information on good hygiene practices. Both groups identified the school environment 
(school and teachers) as the main source of information on topics of health and hygiene, which 
can contribute as a model for the school community and be profitable for the implementation of 
initiatives to improve health and nutrition.
▪ Less than half the schools enforce the proper practice of hand washing at key moments: before 
eating and after using the bathroom. One of the elements that considerably influence this is the 
lack of basic inputs (soap and water) at schools, which is not always available.
▪ Less than half (39%) of parents identified good practices of hygiene and sanitation.
Knowledge of Safe Food Preparation and Storage Practices
▪ Few parents (40%) responsible for preparing the school meal report having received training 
related to handling or preparing food. There is little knowledge about what kind and how to get 
the best variety of foods, to improve the consumption and the biological utilization.
▪ A high percent of parents know the practices suitable for food preparation (70%), however not 
all of them put in practice that knowledge (two-thirds approved best practices), demonstrating a 
need to promote behavior change that will facilitate the integration of knowledge and became a 
daily practice. 
Access to Clean Water and Sanitation Services: Water and sanitation facilities in schools are 
essential for promoting good hygiene practices and the wellbeing of children, however, most schools
observed do not have these services or they are in need of repair. Just a third of the schools have 
public service “pipe line systems” as a source of water; the majority of schools’ source of water comes 
from what the children bring to school daily. Just over half of schools with other water sources receive 
treatment (mainly chlorination).
Most of the schools have a sanitation facility (90%), however, more than half have some type of 
deterioration and are in need of rehabilitation, mainly in the doors, walls and roof.
Access to Requisite Food Preparation and Storage Tools and Equipment: The following are
limitations found to the safe preparation and distribution of school meals:
▪ Local available food storage containers do not meet the minimum suitable conditions. There 
are schools that have limited availability of poles or plastic to protect food, as well as the 
practice of not storing with other products. 
▪ Few schools have materials / utensils for food preparation (pans, pots, ladle, and buckets).
▪ There is minimal supervision of food preparation, mainly because preparation is performed 
in the parents’ homes and teachers do not have time to supervise. 
39
VI. RECOMMENDATIONS
Literacy skills of School-Aged Children: Considering the results in the baseline process, it may be 
necessary to design an accompanying strategy that allows the project to better develop literacy skills 
in boys and girls in an integral way with community learning opportunities.
Teaching Skills: It is recommended in training workshops to raise the issue of management and 
transition of print to cursive letter writing, which is a component of the PAS method. It is 
recommended to leverage institutional spaces (coordinate with NER and TEPCE (Evaluation & 
Planning Educational Workshop)) and the use of spaces that MOE has designated to provide technical 
assistance focused on proficiency of the teaching methodology. It is important to consider a wide 
coverage of program (geographical area and school amount) likewise the availability of technical 
resources. It is also recommended to include into the project improvement a capacity building 
component, both hiring human resources (to supplement the structure that already exists), and 
strengthen the existing coordination spaces. 
Access to School Supplies and Materials: It is strongly recommended to prioritize the municipalities 
and schools where the study identified the largest deficit of materials, didactic, textbooks, 
interchangeable and supplementary supplies for promoting reading.
Students Attentiveness in the classroom: To improve attentiveness in the classroom requires that 
teachers have knowledge and skills of participatory techniques, so it is recommended to incorporate 
these techniques as part of the training plan.
Community awareness about the benefits of education: It is recommended to leverage PTA spaces
with CAE and others to provide technical assistance to parents in topics linked to education benefits 
for their children, emphasizing benefits listed in the survey results.
Community and Family Engagement: It is recommended to strengthen the structure of the CAE as 
the fundamental space where it organizes and develops the school meal. It would be especially
important to develop training for CAE members, in organization and management, to assist in 
planning and fulfilling their functions and assigned role. It is also recommended to utilize
opportunities which provide parents engagement in the preparation of the school meal.
Healthy Eating Practices: It is recommended that the training for food preparation plan incorporate 
issues related to leveraging food and its diet diversity in the school garden – complementary food to 
increase diet diversity that is attuned to the existence or variety of foods available in the territories. It 
is also recommended to include a component to the project for family gardens as provision of food 
supplements, since school gardens are oriented to a learning process and not necessarily to the 
disposition of their products for food. This type of initiative could help to diversify the consumption, 
both in the school meal program as at home and thus strengthen the indicators of minimum dietary 
diversity (MDD) and minimum acceptable diet (MAD).
Knowledge of Health and Hygiene Practices: it is recommended to target trainings to parents and 
school children in health and hygiene practices where they have detected poor knowledge, so that 
there may be a real change and assume best practices. It is also recommended to prepare and 
implement a strategy for behavior change in definition of specific behaviors where the project wants 
to make the greatest impact. Additionally, to really have an effect on the proper practice in personal 
hygiene and sanitation it is required to have the appropriate materials. In this regard, CREAN should 
also ensure the provision of water sources and soap for hand washing, as well as the supplies and 
materials for the safe preparation of food.
40
Access to Clean Water and Sanitation Services, Food Prep and Storage Tools and Equipment: it 
is important to define investment priorities in the physical improvement of schools health services
(differentiated between staff and students, girls and boys), local storage and supplies/utensils for food 
preparation. The infrastructure component requires greater investment of time and effort throughout 
the applicable administrative process. The recommendation is to establish a calendar of planned 
activities and systematically monitor accomplishments. This component also requires budget, for 
which is also recommended to clearly define the support to be given through the project designated 
to rehabilitation of sanitation infrastructure. This component is a good opportunity to establish 
partnerships with both the public sector (Municipal Mayors, Water Supply Company (ENACAL)),
and the private sector, who can provide support through specialized technical assistance for structural 
diagnosis, delivery of materials for rehabilitation and kitchen equipment.
41
VII. BIBLIOGRAPHY
1. Poster "Tips for hands washing ", prepared by “El Porvenir”, Local NGO
2. Poster "Tips for the use of latrines", prepared by “El Porvenir”, Local NGO
3. Poster "Steps for a proper hands wash ", prepared by Federation NicaSalud Network.
4. Poster "Food Hygiene", prepared by Federation NicaSalud Network and the Ministry of 
Education.
5. Fund for the United Nations (FAO). Hunger as a synonym of chronic 
malnutrition. http://www.fao.org/hunger/es/
http://www.unicef.org/lac/Informe_hambre_2006_completoSpa(1).pdf
6. Manual for the initial assessment of the reading in primary school children. EdData II project 
funded by USAID. November, 2009. Developed by RTI International, with the adaptation to the 
Spanish language by John E. Jimenez, taking the original reference in English that is produced 
for the Office of Human Development of the World Bank.
7. Ministry of Education. Integrated School Nutrition Program. Monitoring and follow-up. 
Interview Guide to teachers, principals and/or responsible. Year 2007.
8. Pan American Health Organization. Training Manual for food handling.
9. Pan American Health Organization. 18 Key practices in the Community IMCI. 2013.
10. World Food Program. World Report on daily school meals 2005. Rome.
11. World Vision Nicaragua, USDA. Performance Monitoring Plan, Attachment F-P&M. Nov. 2014
12. United States Department of Agriculture Foreign Agricultural Service (FAS), Food for Progress 
and Mc Govern-Dole Indicators and Definitions Food Assistance Division, Office of Capacity 
Building and Development. Annex II. Indicators, page 87. July 2014.
13. UNICEF. Water, sanitation and education in the
schools. http://www.unicef.org/spanish/wash/index_schools.html
42
VIII. ANNEX
Annex I to 7: Data Collection 
Annex 1 EGRA 
Test.pdf
Annex 2. Survey 
students.pdf
Annex 3 sruvey 
teachers.pdf
Annex 4 survey 
parents.pdf
Annex 5. PTA 
guide.pdf
Annex 6 observation 
guide.pdf
Annex 7 MOE 
guide.pdf
43
Annex 8. Indicator Summary Table
RESULTS BY INDICATOR, CREAN PROJECT 
BASELINE STUDY May, 2015
No INDICATOR BASELINE
RESULT
MGD SO1 Improved Literacy of School-Aged Children
1
Percent of students who, by the end of two grades of primary schooling, 
demonstrate that they can read and understand the meaning of grade level 
text (female)
35.5% 3rd grade
17.6% 2nd grade
2
Percent of students who, by the end of two grades of primary schooling, 
demonstrate that they can read and understand the meaning of grade level 
text (male)
23.8% 3rd grade
13.7% 2nd grade
3
Number of individuals benefiting directly from USDA-funded interventions 
(female) 0
4 Number of individuals benefiting directly from USDA-funded interventions (male) 0
5 Number of individuals benefiting indirectly from USDA-funded interventions 0
6 Number of individuals benefiting directly from USDA-funded interventions (new) 0
7
Number of individuals benefiting directly from USDA-funded interventions 
(continuing) 0
MGD 1.1 Improved Quality of Literacy Instruction
8
Number of teachers in target schools who demonstrate improved literacy 
instruction as identified by supervisors, mentors, or coaches. 0
Result 1.1.2 Better Access to School Supplies and Materials
9
Number of textbooks and other teaching and learning materials provided as a 
result of USDA assistance 0
Result 1.1.3 Improved Literacy of Instructional Materials
10 Number of target schools with supplemental reading materials available to 
students 0
Result 1.14 Increased Skills and Knowledge of Teachers.
11
Number of teachers/educators/teaching assistants in target schools who 
demonstrate use of new and quality teaching techniques or tools as a result of 
USDA assistance. 
0
12 Number of teachers/educators/teaching assistants trained or certified as a result 
of USDA assistance 0
Result 1.1.5 Increased Skills & Knowledge of School Administrators
13 Number of school administrators and officials in target schools who demonstrate 
use of new techniques or tools as a result of USDA assistance 0
14 Number of school administrators and officials trained or certified as a result of 
USDA assistance 0
MGD 1.2 Improved Attentiveness
15 Percent of students that have improved attentiveness in classrooms identified 
by their teachers (data collected during a single day, on a quarterly basis)
78.5 (total)
73.9 (girls)
83.4 (boys)
Result 1.2.1 Reduced Short-Term Hunger
16 Number of daily school meals (breakfast, snack, lunch) provided to school-age 
children as a result of USDA assistance 0
17 Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (male) 0
18 Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (female) 0
44
No INDICATOR BASELINE
RESULT
19 Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (new) 0
20 Number of school-aged children receiving daily school meals (breakfast, snack, 
lunch) as a result of USDA assistance (continuing) 0
MGD 1.3 Improved Student Attendance
21 Number of students regularly (80%) attending USDA supported 
classrooms/school (female).
13,918 
(91.1%)
22 Number of students regularly (80%) attending USDA supported 
classrooms/school (male)
14,970 
(91.7%)
Result 1.3.5 Increased Community Understanding of Benefits of Education
23 Number of parents in target schools who can name at least three benefits of 
primary education (collected through a survey) (n=889)
252 
(28.3%)
1.2.1.1,1.3.1.1 Increased Access to Food (School Feeding)
24 Number of social assistance beneficiaries participating in productive safety nets 
as a result of USDA assistance (female) 0
25 Number of social assistance beneficiaries participating in productive safety nets 
as a result of USDA assistance (male) 0
26 Number of social assistance beneficiaries participating in productive safety nets 
as a result of USDA assistance (new) 0
27 Number of social assistance beneficiaries participating in productive safety nets 
as a result of USDA assistance (continuing) 0
Result 1.4.4 Increased Engagement of Local Organizations and Community Groups
28
Number of Parent-Teacher Associations (PTAs) or similar “school” governance 
structures supported as a result of USDA assistance 0
29 Number of public-private partnerships formed as a result of USDA assistance 0
30 Value of public and private sector investments leveraged as a result of USDA 
assistance 0
MGD SO2 Increased Use of Health and Dietary Practices
31 Percent of school-age children receiving a minimum acceptable diet (female) 81.5%
32 Percent of school-age children receiving a minimum acceptable diet (male) 76.6%
Result 2.1 Improved Knowledge of Health and Hygiene Practices
33
Number of students (and parents) in target schools who can identify at least 
one local source of information on good health practices (e.g. community 
health clinic)
Students (female) (n=1064) 1048 
(98.5%)
Students (male)s (n=1127) 1122 
(99.6%)
Mothers (n=788) 666 
(84.5%)
Fathers (n=101) 75 
(74.3%)
34
Percent of students in target schools who achieve a passing score on a test of 
good health and hygiene practices. (n=2191) 56.8%
35
Number of parents in target schools who can identify at least three important 
health/hygiene practices (e.g. use of latrines) (n=889)
348 
(39.1%)
Result 2.2 Increased Knowledge of Safe Food Prep and Storage Practices
36
Number of food preparers in target schools that can identify at least three key 
practices aimed at safe food preparation (n=889)
621 
(69.9%)
45
No INDICATOR BASELINE
RESULT
37
Number of food preparers at target schools who achieve a passing score on a 
test of safe food preparation and storage. (n=889)
593 
(66.7%)
Result 2.3 Increased Knowledge of Nutrition
38
Number of individuals trained in child health and nutrition as a result of USDA 
assistance (female) 0
39
Number of individuals trained in child health and nutrition as a result of USDA 
assistance (male). 0
Result 2.4 Increased Access to Clean Water and Sanitation Services
40 Number of schools using an improved water source 178
41 Number of schools with improved sanitation facilities 200
Number of school with sanitary facility 425
Result 2.6 Increased Access to Requisite Food Prep and Storage Tools and Equipment
42 Number of target schools with improved food prep and storage equipment 30
Number of school with appropriate accessory to storage the food. (purlins and 
plastic) 206
Number of school with utensils to prepared food 73