Reading for Ethiopia s Achievement Developed. Monitoring and Evaluation (READ M&E) Quarterly Report. Year 1, Q1: 1 January 31 March 2015 (Revised)

Transcription

1 Reading for Ehiopia s Achievemen Developed Monioring and Evaluaion (READ M&E) Quarerly Repor Year 1, Q1: 1 January 31 March 2015 (Revised) April 2015 A parnership wih he: American Insiues for Research Conrac No. AID-663-C

2 Reading for Ehiopia s Achievemen Developed Monioring and Evaluaion (READ M&E) Quarerly Repor Year 1, Q1: 1 January 31 March 2015 (Revised) Submied o: U.S. Agency for Inernaional Developmen/Ehiopia Marc Bonnenfan, COR Prepared by: American Insiues for Research 1000 Thomas Jefferson Sree, NW Washingon, DC Under Conrac No. AID-663-C Revised 8 May 2015 This repor was made possible by he suppor of he American People hrough he Unied Saes Agency for Inernaional Developmen (USAID). The conens of his repor are he sole responsibiliy of he American Insiues for Research (AIR) and do no necessarily reflec he views of USAID or he Unied Saes Governmen....

3 DEC Submission Requiremens a. USAID Award Number Conrac No. AID-663-C b. USAID Objecive Tiles c. USAID Projec Tile d. USAID Program Area and Program Elemen e. Descripive Tile USAID/Ehiopia Counry Developmen Cooperaion Sraegy Developmen Objecive: Improved Learning Oucomes USAID/Ehiopia Educaion Sraegy Inermediae Resul 1: Increased achievemen in basic educaion, paricularly in reading USAID Global Educaion Sraegy Objecive 1: Improved reading skills for 100 million children in primary grades by 2015 USAID Reading for Ehiopia s Achievemen Developed Monioring and Evaluaion (READ M&E) Educaion (program area 3.2) Basic Educaion (program elemen 3.2.1) Quarerly Repor: Projec Year 1, Quarer 1, 1 January 31 March 2015 f. Auhor Names(s) Mahew Murray, Solomon Areaya g. Conracor Name h. Sponsoring USAID Operaing Uni and COR American Insiues for Research 1000 Thomas Jefferson Sree, NW Washingon, DC USAID/Ehiopia Marc Bonnenfan, COR i. Dae of Publicaion May 8, 2015 j. Language of Documen English...

4 Table of Conens Acronyms... 2 I. Execuive Summary... 3 II. Projec Overview, Raionale, and Sraegy... 3 III. Progress and Accomplishmens... 5 IV. Projec Managemen and Operaions... 6 A. Operaions... 6 B. Key Meeings wih USAID and Parners... 6 C. Saff Acions... 7 D. Consulans... 8 E. Saff and Consulan Inernaional Travel... 8 F. Procuremens... 9 G. Alignmen wih Oher Relaed Projecs... 9 V. Challenges and Acions Taken... 9 VI. Major Aciviies Planned for he Nex Quarer Annex A: EGRA Sample 2014 Characerisics READ M&E Quarerly Repor (January March 2015) 1

5 Acronyms AIR CAEB CSA CTE GOE ERA IQPEP M&E MOE NEAEA NGO NLA PMP READ READ CO READ II READ TA RSEB USAID USD American Insiues for Research Ciy Adminisraion Educaion Bureau Chariies and Socieies Agency College of Teacher Educaion Governmen of Ehiopia Early Grade Reading Assessmen Improving Qualiy of Primary Educaion Program Monioring and Evaluaion Minisry of Educaion Naional Educaional Assessmens and Examinaion Agency Non-governmenal organizaion Naional Learning Assessmen Performance Monioring Plan Reading for Ehiopia s Achievemen Developed READ Communiy Oureach READ Insiuional Improvemen READ Technical Assisance Regional Sae Educaion Bureau Unied Saes Agency for Inernaional Developmen Unied Saes Dollar READ M&E Quarerly Repor (January March 2015) 2

6 I. Execuive Summary The Reading for Ehiopia s Achievemen Developed Monioring and Evaluaion (READ M&E) projec is a five-year Unied Saes Agency for Inernaional Developmen (USAID)-suppored aciviy implemened by he American Insiues for Research (AIR). READ M&E is one of four projecs on early grade reading recenly launched by USAID Ehiopia. READ M&E focuses on monioring and evaluaion of early grade reading and wriing as well as he M&E needs of he overall USAID READ program. The projec closely works in parnership wih he Ehiopian Federal Minisry of Educaion and he Naional Educaional Assessmens and Examinaion Agency (NEAEA). The projec also works in collaboraion wih Regional Sae Educaion Bureaus (RSEBs) and Ciy Adminisraion Educaion Bureaus (CAEBs). During he firs quarer of READ M&E, he projec was largely engaged in sarup aciviies, such as he kickoff meeing, while planning for more subsanive echnical work. One of he mos crucial sarup aciviies is regisraion wih he Chariies and Socieies Agency (CSA) of Ehiopia, a process ha is proceeding well. The projec creaed a branding and marking plan, developed a draf implemenaion plan and a draf PMP, and held discussions abou revising deliverables. The projec has me wih he clien and oher parners. READ M&E has communicaed wih he READ Insiuional Improvemen (READ II) and READ Technical Assisance (READ TA) projecs, reviewed heir projec documens, and is preparing plans for performance evaluaion of hese wo READ programs. The READ M&E projec locaed office space in he NEAEA. II. Projec Overview, Raionale, and Sraegy READ M&E is one of four READ programs ha USAID has developed in collaboraion wih he Ehiopian Minisry of Educaion. READ M&E is a five-year aciviy ha will conribue o monioring and evaluaion of early grade reading fluency and comprehension, suppor for Naional Learning Assessmens (NLAs), monioring and evaluaion of he overall USAID READ program, and capaciy building of he NEAEA. The projec works in parnership wih he Federal Minisry of Educaion, especially wih he NEAEA. The raionale for launching he four READ projecs is relaed o he resuls of reading assessmens in Ehiopia. Low suden achievemen in naional learning assessmens and early grade reading assessmens (EGRAs) conduced since 2010 sugges ha poor learning in reading in early grades has limied sudens abiliy o read-o-learn in upper primary grades. USAID, he Minisry of Educaion, and oher developmen parners ha suppor educaion in Ehiopia have agreed o focus on improving early grade reading and wriing o address his challenge. The READ programs funded by USAID seek o improve he qualiy of reading and wriing educaion for children in early grades in order o enable greaer learning in upper grades. READ TA focuses on curriculum revision, developmen of exbooks, eachers guides, eacher raining manuals and supplemenary reading maerials, raining of eacher rainers, and provision of echnical assisance in improving early grade reading and wriing o he MOE, regional sae READ M&E Quarerly Repor (January March 2015) 3

7 educaion bureaus (RSEBs), colleges of eacher educaion (CTEs), and oher key developmen parners. READ II consiss of direc grans o he MOE and RSEBs o conduc in-service eacher raining and build he capaciy of he educaion sysem o improve early grade reading and wriing. READ Communiy Oureach (READ CO) assumes responsibiliy for he capaciy of parens and communiies o engage hem in promoing early grade reading and wriing, and suppor school and communiy libraries and esablish reading ceners. The projecs complemen each oher and are expeced o improve reading and wriing in Ehiopian primary schools. There also exis addiional projecs suppored by oher donors and developmen parners which operae in similar echnical areas o he READ programs. READ M&E conribues o racking progress and measuring he performance and impac of key inervenions suppored by USAID. READ M&E conribues hrough a) regular monioring of he oher READ projecs o find ou if implemenaions of he projecs are on rack and if oupus are leading o resuls, and b) assessmens and evaluaions a defined inervals o gauge he resuls of he READ program. These effors are inended o inform USAID and oher sakeholders abou wheher and how he combined invesmens across he READ projecs are resuling in he desired changes, and wheher implemenaion can be improved. The specific objecives of READ M&E are o: a) Assess suden learning progress by analyzing and synhesizing naionally represenaive EGRA daa already colleced for seven local languages as necessary and deermined wih USAID as well as collec addiional EGRA daa o show reading skill gains for seven local languages and English, including deermining naionally represenaive EGRA baseline daa for English; b) Suppor naional learning assessmens (NLA) a grades 4 and 8 for reading, comprehension, and wriing aligned o he new naional reading curriculum developed hrough he READ program; c) Suppor coninuous assessmen in schools; d) Monior he performance of he USAID READ projecs as well as oher key projecs relaed o he READ program, conduc mid-erm and final evaluaions of he hree READ projecs, and adap o he evolving M&E needs and prioriies of he READ program; and e) Build he capaciy of he NEAEA by providing echnical assisance o he MOE, RSEBs, and oher developmen parners READ M&E Quarerly Repor (January March 2015) 4

8 III. Progress and Accomplishmens During he las hree monhs, he READ M&E projec has focused on projec sar up aciviies. The local projec eam, ogeher wih visiing home office saff, has held a series of meeings clarifying he naure of he projec, is plans, and is deliverables. We have also made a series of meeings wih USAID Ehiopia and oher parners. The major accomplishmens and progress of he projec during he las hree monhs include: a) Review of EGRA daa for suiabiliy o serve as a baseline b) Preparaion of a draf implemenaion plan c) Preparaion of a draf projec PMP d) Revision of projec deliverables e) Processing he projec regisraion f) Review of READ TA documens and preparaion o underake a mid-erm performance evaluaion of he READ TA projec g) Review and undersanding of he aciviies of he READ II o develop research quesions o underake a final performance evaluaion of READ II h) Paricipaion in wo-day naional workshop organized by USAID Ehiopia and he MOE for seing EGRA benchmark for he seven moher ongue languages i) Solici and review bids from venders for procuremen of highes prioriy office supplies j) Inroducion of he READ M&E projec o oher parners and regions by aending a TWG meeing. Resul/CLIN 1: EGRA and M&E. The firs quarer consised primarily of reviewing exising EGRA daa o serve as a baseline and planning for he performance evaluaions of READ II and READ TA. READ M&E analyzed a combined sample of schools from he 2014 Improving Qualiy of Primary Educaion Program (IQPEP) endline EGRA and from he 2014 READ TA EGRA. The analysis deermined ha his sample is suiable o serve as a baseline, wih no furher baseline daa collecion required. The sample daa reasonably align wih he populaions hey represen in erms of geographical disribuion (wih some under-represenaion of schools in Amhara and Oromiya, and over-represenaion in SNNP); urban-rural mix (wih some expeced urban over-represenaion and rural under-represenaion); suden-eacher raios; and language (wih a small under-represenaion of Oromo and Amharic languages compared o populaion). The small differences noed could be aligned wih he populaion eiher empirically (increasing he number of schools) or saisically (wih suiable weighing). More deails can be found in Annex A. Resul/CLIN 2: Learning Assessmen. During he firs quarer, meeings ook place wih USAID and he NEAEA o deermine he level of suppor o be provided for he NLA by READ M&E. As a resul of hese discussions, READ M&E will provide only limied suppor o he NLA in The NEAEA will conduc he 2015 NLA, he fifh adminisraion in Ehiopia, in he firs week of May wih no suppor required from READ M&E in adminisraion, daa collecing, or scoring. If requesed, READ M&E is prepared o provide suppor o he NEAEA in daa analysis afer collecion, including equaing, iem and es analysis, and analysis of facors associaed wih sudens performance in reading and wriing. The NEAEA does no require he READ M&E Quarerly Repor (January March 2015) 5

9 greaer levels of suppor from READ M&E ha were iniially envisioned during he READ M&E proposal sage and hese funds will be reprogrammed elsewhere. READ M&E proposes o conduc an alignmen sudy o ake place afer he 2015 NLA. Through a review of conen sandards and acual es forms, his sudy can evaluae he degree of alignmen of he 2015 NLA wih he new naional reading curriculum. The sudy will make recommendaions for he nex NLA adminisraion in 2019 o provide sronger links wih he reading curriculum while mainaining comparabiliy wih previous es adminisraions. The alignmen sudy can also sugges he inclusion of iems ha assess wriing in fuure NLA adminisraions. Resul/CLIN 3: Capaciy Building. Capaciy building aciviies will be implemened as par of he regular raining, collaboraion, coaching, analyzing and reporing associaed wih he EGRA and CA ools. Resul/CLIN 4: Technical Leadership. The firs quarer of he READ M&E projec focused largely on adminisraion and projec sarup aciviies, including he regisraion of AIR and he READ M&E projec wih he CSA. AIR compleed all requiremens for regisraion and submied he applicaion o he Minisry of Foreign Affairs on February 20. On March 19, he Minisry of Foreign Affairs requesed addiional documens, which AIR produced, auhenicaed, and submied on April 14. The Branding and Marking Plan was submied o USAID on February 16. IV. Projec Managemen and Operaions A. Operaions READ M&E is designed o work wih close collaboraion wih he NEAEA and USAID Ehiopia. The DCOP for programs/echnical, Dr. Solomon Areaya, is serving as Acing COP in he curren absence of a permanen COP. Four key saff in counry, including Dr. Solomon, are engaged as consulans o run he program as employees canno be hired unil he in-counry legal regisraion is complee. The projec is currenly locaed in wo small offices wihin he NEAEA building, bu is locaing a larger office for when he projec is fully saffed. This emporary arrangemen is allowing he field office o operae effecively. B. Key Meeings wih USAID and Parners The following able summarizes he key meeings ha have aken place wih he clien as well as oher parners. READ M&E Quarerly Repor (January March 2015) 6

10 Dae January 19, 2015 January 28, 2015 January 29, 2015 January 29-31, 2015 March 17, 2015 March 19, 2015 March 19, 2015 March 24, 2015 Table 1. Key meeings READ M&E Represenaive Jerry Mindes and Solomon Areaya Jerry Mindes, Amy Todd, Solomon Areaya, Daniel Tefera, Zewdu Gebrekidan Solomon Areaya and Daniel Tefera Amy Todd, Solomon Areaya, Daniel Tefera, Zewdu Gebrekidan Solomon Areaya, Zarko Vukmirovic, Amy Todd, Zewdu Gebrekidan, Daniel Tefera Solomon Areaya and Zarko Vukmirovic Solomon Areaya and Zarko Vukmirovic Solomon Areaya, Howard Williams 1, Amy Todd Clien or parner Topic of meeing Key decisions/oucomes USAID Sarup aciviy and Annual planning, updae on search for Ehiopia conrac review COP, discussion and common NEAEA and USAID USAID and READ CO USAID, MOE, NEAEA, RSEBs, and READ TA USAID USAID and NEAEA Inroducion, office space, NLA Presenaion of READ CO sraegic plan and oher research agenda Benchmarking of EGRA for 7 moher ongue languages English EGRA, alignmen sudy of NLA iems, miderm performance, CA evaluaion of he READ projecs, coninuous assessmen ools NLA, CA, and English EGRA undersanding of he projec overview Office space was agreed and he implemenaion of he NLA was agreed o be conduced as planned by he NEAEA READ CO plan revision improvemen, working wih READ M&E Draf benchmark for grades 1-4 produced for he 7 languages Rehinking English EGRA, doing midline EGRA, doing alignmen sudy afer he NLA is conduced, developing coninuous assessmen ools The agency expressed is immediae needs for suppor before he implemenaion of he upcoming NLA, he possibiliy and uiliy of English EGRA was discussed USAID Coninuous assessmen READ M&E is responsible for developing CA ools and supporing he implemenaion in schools USAID Overall projec saus and deliverables Agreemen reached o revise he conracual agreemen and deliverables in order o eliminae redundancies and deliverables ha were unclear in meaning C. Saff Acions In he firs quarer, he following four saff were hired as consulans. These four key field office personnel will be hired as full employees of he projec as soon as he official regisraion in Ehiopia is compleed. 1. Dr. Solomon Areaya (Depuy COP for Programs/Technical and Acing COP, cell: ) 2. Ao Mulau Keffelew (Depuy Chief of Pary for Adminisraion, cell: ) 3. Ao Zewdu Gebrekidan (Senior Assessmen Exper, cell: ) 4. Ao Daniel Tefera (Senior Evaluaion Exper, cell: ) 1 Dr. Howard Williams STTA rip was paid for direcly by AIR as par of is projec oversigh and no charged o he projec. READ M&E Quarerly Repor (January March 2015) 7

11 D. Consulans No consulans were hired or used o perform projec aciviies in he firs quarer. E. Saff and Consulan Inernaional Travel Table 2. Travel during he firs quarer Name Beginning dae Ending dae Iinerary Purpose Jerry Mindes 1/17/15 1/29/15 Washingon, DC o Addis Ababa Paricipae in projec sarup meeings Amy Todd 1/25/15 2/3/15 Washingon, DC o Addis Ababa Zarko Vukmirovic 3/13/15 3/24/15 Washingon, DC o Addis Ababa Amy Todd 3/15/15 3/30/15 Washingon, DC o Addis Ababa Howard Williams 3/22/2015 3/29/2015 Washingon, DC o Addis Ababa Mee wih sakeholders on M&E planning and aend an EGRA conference Mee wih NEAEA officers in regard planning of he 2015 NLA assessmens Mee wih sakeholders on M&E planning, o aend an EGRA conference, and o coninue projec sar-up aciviies Suppor compleion of he draf work plan and draf PMP; ravel was conduced as AIR s expense raher han he projec s Table 3. Travel during he upcoming quarer Name Beginning dae Ending dae Iinerary Purpose Amy Todd TBD TBD Washingon, DC o Addis Ababa Assis he developmen of performance evaluaion ools and in raining he field daa collecors Pooja Nakamura TBD TBD Washingon, DC o Addis Ababa Assis he developmen of performance evaluaion ools and work ools for early grade reading in English READ M&E Quarerly Repor (January March 2015) 8

12 F. Procuremens READ M&E has solicied and reviewed bids from venders for procuremen of he highes prioriy office supplies (compuer equipmen). The office will be fully equipped when in-counry legal regisraion is complee and ax-exemp saus has been received. Vehicles will be procured afer he projec receives ax-exemp saus in Ehiopia. G. Alignmen wih Oher Relaed Projecs There are a number of donor funded projecs currenly working in he educaion secor o improve suden learning oucomes hrough ensuring srong leadership, high-qualiy eaching and learning, and solid paren and communiy involvemen. Alhough each projec has is own mandaes wih differen goals and objecives, here is a clear, coheren, and logical relaionship across he projecs. UNICEF is assising he MOE in designing, developing, and implemening naionwide sandardized classroom-based formaive assessmens (SCBFAs) for primary grades (1-4) in moher ongues, English, mahemaics, and environmenal science subjec areas. Japan Inernaional Cooperaion Agency is supporing he MOE in improving learning achievemen in Mahemaics and Science educaion by developing workbooks and modules for INSET and PRESET. USAID s READ TA projec is working wih MOE in developing syllabi, curricula and maerials for boh sudens and eachers for a variey of Ehiopian languages, building capaciy of Colleges of Teacher Educaion (CTEs) o improve pre- and in-service eacher raining, and assising in communiy-based campaigns and co-curricular aciviies on reading and wriing. USAID s READ CO has jus launched o suppor MOE, RSEBs, WEOs, and schools o build capaciy in mobilizing communiies and fund raising aciviies ha would help improve he school cluser ceners (SCCs) and schools. USAID s READ M&E projec aciviies have srong connecion wih he oucomes of he oher projecs menioned above eiher o evaluaing heir overall impac (e.g., READ TA, READ CO) in improving suden reading learning oucomes or o srenghening he capaciy of educaion agencies (an area of complemenariy wih, e.g., UNICEF-SCBFA). V. Challenges and Acions Taken The regisraion of AIR and he READ M&E aciviy in Ehiopia wih he CSA is he chief challenge o dae. The lenghy regisraion process prevens READ M&E from operaing a full capaciy. The projec has no ye obained a TIN, opened bank accouns, or obained ax-exemp vouchers o procure maerials and collec axes from vendors. All of he required documens have been submied o he relevan deparmen of he Minisry of Foreign Affairs, which have been reviewed and acceped. The Minisry of Foreign Affairs will nex wrie a leer o he CSA, which will approve he regisraion. The AIR local legal advisor and he local AIR M&E eam have frequenly communicaed wih he Minisry and wih he CSA o complee regisraion as soon as possible. In addiion o compleing he regisraion as quickly as possible, AIR has aken several acions o miigae he challenge of he regisraion requiremen, including hiring key local saff as consulans, deploying shor-erm echnical assisance from he AIR home office, and uilizing office space provided by he NEAEA. READ M&E Quarerly Repor (January March 2015) 9

13 Anoher challenge facing he projec is limied abiliy o procure office equipmen wihou regisraion or ax-exemp saus. To address his issue, he eam is using is own exising resources and hose of he NEAEA, as well as procuring he highes-prioriy office equipmen. READ M&E appreciaes he hospialiy of he NEAEA in providing he projec s curren office space. VI. Major Aciviies Planned for he Nex Quarer The following are he major aciviies o be underaken in he second quarer of READ M&E: A. Ongoing discussions wih he NEAEA abou he level suppor required wih pos-daa collecion analysis and reporing of NLA resuls B. Developmen of coninuous assessmen ools C. Performance evaluaion of READ II Finalizing evaluaion quesions Finalizing sampling design Insrumen design, including a ranslaion of he insrumens ino seven local languages (including local consulans for ranslaing he ools) Piloing he insrumens (including raining daa collecors and supervisors from he seven languages) Daa collecion D. Mid-erm performance evaluaion of READ TA Finalizing evaluaion quesions Finalizing sampling design Insrumen design READ M&E Quarerly Repor (January March 2015) 10

14 Annex A: EGRA Sample 2014 Characerisics Below is AIR s review of wheher a combined sample of schools from he 2014 IQPEP endline EGRA and from he 2014 READ TA EGRA sample is suiable o serve as a baseline. The sample daa reasonably align wih he populaions hey represen in erms of geographical disribuion (wih some under-represenaion of schools in Amhara and Oromiya, and overrepresenaion in SNNP); urban-rural mix (wih some expeced urban over-represenaion and rural under-represenaion); suden-eacher raios; and language (wih a small underrepresenaion of Oromo and Amharic languages compared o populaion). The small differences noed could be aligned wih he populaion eiher empirically (increasing he number of schools) or saisically (wih suiable weighing). AIR finds ha his sample can serve as a baseline and will discuss furher as we proceed wha addiional consideraions may be necessary o effecively incorporae hese daa as he baseline for he overall M&E scheme. 1. The 2014 READ TA EGRA sample of schools is fully random in regard o selecion of schools and selecion of sudens wihin he schools. 2. The 2014 IQPEP end-line EGRA sample followed he principles of sraified random sampling and appears represenaive for he sampling frame of 2015 IQPEP schools: The 120 inervenion schools were seleced randomly from 8 regions considering he number of projec schools and language of insrucion in each of hose regions. The 120 comparison schools were also seleced randomly from he non-iqpep schools in regions following he same proporions across regions as for inervenion schools. From each school 40 sudens were seleced, randomly sraified by grade and gender: 20 sudens from grade 2 (10 males and 10 females) and 20 sudens from grade 3 (10 males and 10 females). Exploraion of he IQPEP daa file confirms ha srucure. 3. I is sill no known o us a his ime how he 2014 IQPEP program schools were seleced, however. The 2014 IQPEP program schools were disribued across all regions in Ehiopia and i is unknown wheher hey were seleced randomly or no. They were mos likely no, because he selecion of inervenion schools ypically follows various arge crieria ha are no necessarily randomly disribued, which can be verified. 4. In regard o he major issue of wheher he 2014 IQPEP + READ TA EGRA samples can serve as he baseline, he answer is posiive. Alhough he IQPEP sample was designed o be represenaive for he sampling frame of 2015 IQPEP schools, our analysis indicaes ha i appears o be accepably aligned wih he srucure of naional populaion of schools. Small deparures from he naional proporions of schools a regions could be adjused by suiable weighing during daa analysis. READ M&E Quarerly Repor (January March 2015) 12

15 Sampling Frame Characerisics Saisics (Sampling Frame) Number of Sudens Number of Teachers Teacher/ Males Females Toal Males Females Toal Suden raio Valid N Missing Mean Median Sd. Deviaion Range Minimum Maximum Sum Sudens Teachers OwnShp Frequency Percen 3.0 Ch 42.2 FC Go Valid LC Mi Mo 29.1 O 47.2 Pr Toal READ M&E Quarerly Repor (January March 2015) 13

16 Comparison of Sample wih Populaion Number of Schools in Sample and Populaion by Regions REGION Toal Sample No in Sample 2012 and RTI Toal Populaion Addis Ababa Coun % 2.5% 1.4% 9.6% 0.0% 2.5% Afar Amhara Benishangul -Gumuz Dire Dawa Gambella Harari Oromiya SNNP Somali Tigray Coun % 1.4% 0.0% 0.0% 0.0% 1.3% Coun % 25.2% 13.7% 19.2% 0.0% 25.0% Coun % 1.5% 8.2% 8.4% 0.0% 1.6% Coun %.5% 0.0% 0.0% 0.0%.4% Coun %.9% 0.0% 0.0% 0.0%.9% Coun %.2% 9.6% 6.6% 0.0%.3% Coun % 38.7% 12.3% 23.4% 0.0% 38.4% Coun % 17.8% 17.8% 13.8% 100.0% 18.0% Coun % 3.4% 24.7% 6.6% 0.0% 3.5% Coun % 8.0% 12.3% 12.6% 0.0% 8.0% Coun % 100.0% 100.0% 100.0% 100.0% 100.0% Toal Sample 17 Difference Sample- Populaion 5.9% 3.3% 0 0.0% -1.3% % -10.5% % 5.3% 0 0.0% -0.4% 0 0.0% -0.9% % 5.9% % -21.9% % 11.7% % 6.5% % 2.3% 290 READ M&E Quarerly Repor (January March 2015) 14

17 Number of Schools in Sample and Populaion by Locaion Locaion Sample No in 2012 and Sample RTI Toal Coun %.7% 5.5% 3.6% 8.0%.7% Rural Coun % 86.5% 74.0% 69.5% 80.0% 86.3% Urban Coun % 12.8% 20.5% 26.9% 12.0% 13.0% Toal Coun % 100.0% 100.0% 100.0% 100.0% 100.0% Toal Sample 14 Difference Sample- Populaion 4.8% 4.1% % -13.9% % 9.8% 290 READ M&E Quarerly Repor (January March 2015) 15

18 READ M&E Quarerly Repor (January March 2015) 16

19 Comparison of Sample vs. Non-Sample by Suden-Teacher Raio REGION sample_all Mean Sd. Deviaion N Addis Ababa Afar Amhara Benishangul-Gumuz Dire Dawa Gambella Harari Oromiya SNNP Tigray Toal Toal Toal Toal Toal Toal Toal Toal Toal Toal Toal Toal READ M&E Quarerly Repor (January March 2015) 17

20 Dependen Variable: TS_raio Tess of Beween-Subjecs Effecs Source Type III Sum of Squares df Mean Square F Sig. Correced Model a Inercep REGION sample_all REGION * sample_all Error Toal Correced Toal a. R Squared =.165 (Adjused R Squared =.164) READ M&E Quarerly Repor (January March 2015) 18

21 READ M&E Quarerly Repor (January March 2015) 19

22 U.S. Agency for Inernaional Developmen 1300 Pennsylvania Avenue, NW Washingon, DC Tel: (202) Fax: (202) READ M&E Quarerly Repor (January March 2015) 20