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Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and UgandaLucas, A. M., McEwan, P. J., Ngware, M., & Oketch, M. - 2014 - Journal of Policy Analysis and Management, 33(4), 950–976
Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in...