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Integrated Support for Sustainable School Canteens and Early Grade Reading in Ivory Coast (2016–2020)

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Integrated Support for Sustainable School Canteens and Early Grade Reading in Ivory Coast (2016–2020) Integrated Support for Sustainable School Canteens and Early Grade Reading in Ivory Coast (2016–2020) Baseline Report July 2016 Submitted by: Submitted to: Lorenzo Manzoni Jacqueline Hamm Aldrette Michaela Gulemetova, Ph.D. Elly Bahati Laurence Dessein, Ed.M. AVSI – Ivory Coast Elnaz Safarha, M.S. II Plateaux IMPAQ International, LLC Boulevard Latrille 10420 Little Patuxent Parkway, Suite 300 1 étage, Galerie Santa Maria Columbia, MD 21044 06 BP 1980 Abidjan 06 IMPAQ International, LLC Page i ISSSC&EGRP Baseline Report TABLE OF CONTENTS TABLE OF EXHIBITS ................................................................................................................. i ACRONYM LIST ...................................................................................................................... ii EXECUTIVE SUMMARY .......................................................................................................... iii CHAPTER 1. INTRODUCTION .................................................................................................. 2 1.1 Context ............................................................................................................................. 2 1.2 Description of the Intervention ........................................................................................ 4 CHAPTER 2. EVALUATION APPROACH AND DATA ................................................................... 7 2.1 Research Objectives ......................................................................................................... 7 2.2 Methodology .................................................................................................................... 7 2.3 Sample Selection .............................................................................................................. 9 2.4 Data Sources ................................................................................................................... 10 CHAPTER 3. EVALUATION SAMPLES ..................................................................................... 15 3.1 Schools............................................................................................................................ 15 3.2 Students ......................................................................................................................... 16 3.3 Household Environment ................................................................................................ 17 CHAPTER 4. BASELINE LEVELS AND BALANCE TEST ............................................................... 19 4.1 ASER Proficiency ............................................................................................................. 19 4.2 Other Reading-Related Outcomes ................................................................................. 22 4.3 Balance Test ................................................................................................................... 24 CHAPTER 5. CONCLUSIONS .................................................................................................. 27 5.1 Key Findings .................................................................................................................... 27 5.2 Recommendations.......................................................................................................... 27 REFERENCES ........................................................................................................................ 29 APPENDICES ........................................................................................................................ 30 IMPAQ International, LLC Page i ISSSC&EGRP Baseline Report TABLE OF EXHIBITS EXHIBIT 1: MAP OF TARGETED REGIONS IN IVORY COAST ............................................................. 5 EXHIBIT 2: LIST OF PROGRAM ACTIVITIES BY PROGRAM OBJECTIVES ........................................... 5 EXHIBIT 3: DIFFERENCE-IN-DIFFERENCES EVALUATION DESIGN .................................................... 8 EXHIBIT 4: ADAPTATION WORKSHOP AT MENET IN ABIDJAN ..................................................... 12 EXHIBIT 5: ASER-READING TEST STRUCTURE ............................................................................... 13 EXHIBIT 6: TRAINING OF ENUMERATORS IN ADMINISTERING THE ASER ASSESSMENT .............. 14 EXHIBIT 7: PILOT TESTING OF THE ASER ASSESSMENT AT A NEARBY SCHOOL IN BOUAKE ........ 14 EXHIBIT 8: SAMPLE DISTRIBUTION BY REGION AND TYPE OF RESPONDENT ............................... 15 EXHIBIT 9: SCHOOL CHARACTERISTICS BY REGION ...................................................................... 16 EXHIBIT 10: STUDENT SAMPLE COMPOSITION ............................................................................ 16 EXHIBIT 11: HOUSEHOLD CHARACHTERISTICS ............................................................................. 17 EXHIBIT 12: HEAD OF HOUSEHOLDS’ EDUCATIONAL ATTAINMENT (IN PERCENTAGES) ............. 18 EXHIBIT 13: DISTRIBUTION OF READING SKILLS BY GRADE LEVEL (PERCENTAGE OF STUDENTS) 19 EXHIBIT 14: PROFICIENCY IN READING BY GRADE LEVEL ............................................................. 20 EXHIBIT 15: PROFICIENCY IN READING BY CHARACTERISTICS OF HOUSEHOLD HEAD ................ 21 EXHIBIT 16: PROFICIENCY IN READING BY HOUSEHOLD CHARACTERISTICS ................................ 21 EXHIBIT 17: PROFICIENCY IN READING BY SCHOOL CHARACTERISTICS ....................................... 22 EXHIBIT 18: PRESENCE OF BOOKS AND READING ACTIVITIES AT HOME ..................................... 22 EXHIBIT 19: PROFICIENCY IN READING BY OTHER READING-RELATED OUTCOMES .................... 23 EXHIBIT 20: STUDENT, HOUSEHOLD, AND SCHOOL CHARACTERISTICS ....................................... 25 EXHIBIT 21: STUDENT READING OUTCOMES ............................................................................... 26 EXHIBIT 22: PROFICIENCY IN READING BY GRADE LEVEL AND GENDER ...................................... 31 EXHIBIT 23: PROFICIENCY IN READING BY REGION ...................................................................... 31 EXHIBIT 24: READING OUTCOMES AT HOME BY GENDER............................................................ 31 EXHIBIT 25: PRESENCE OF BOOKS AT HOME BY REGION ............................................................. 32 EXHIBIT 26: DISTRIBUTION OF READING SKILLS BY AGE (PERCENTAGE OF STUDENTS) .............. 32 IMPAQ International, LLC Page i ISSSC&EGRP Baseline Report ACRONYM LIST ASER Annual Status of Education Report AVSI Associazione Volontari per il Servizio Internazionale CAFOP Centre d'Animation et de Formation Pédagogique EGRA Early Grade Reading Assessment DPFC Direction de la Pédagogie et de la Formation Continue HH Household HHH Head of Household INS National Statistical Institute ISSSC&EGRP Integrated Support for Sustainable School Canteens and Early Grade Reading program MENET Ministère de l’Education Nationale et de l’Enseignement Technique MGD McGovern-Dole PASEC Programme for the Analysis of Education Systems in Francophone Countries WFP World Food Program IMPAQ International, LLC Page ii ISSSC&EGRP Baseline Report EXECUTIVE SUMMARY This report presents the evaluation plan and baseline levels of key reading indicators for the Integrated Support for Sustainable School Canteens and Early Grade Reading program (ISSSC&EGRP) implemented by the World Food Program (WFP) in collaboration with AVSI in Ivory Coast. The program is funded by U.S. Department of Agriculture McGovern-Dole Program. The main activities of ISSSC&EGRP are setting up school canteens and providing school lunches in Ivory Coast. Additional activities include supporting the Ivory Coast Ministry of Education (MENET) to operationalize a new reading instruction method. The combined goal of ISSSC&EGRP is to reduce hunger and improve the reading skills of young children in Ivory Coast. The program will begin in 2016 and continue until 2020. WFP and AVSI partnered with the National Statistical Institute (INS) to design the overall evaluation of the ISSSC&EGRP and to collect baseline data in April 2016. However, given INS’s lack of experience in measuring reading proficiency, WFP and AVSI also contracted with IMPAQ International, LLC (IMPAQ) to partner with INS and support the evaluation team. IMPAQ worked closely with AVSI, WFP, and INS to design and implement an evaluation study to measure the progress of the program on reading indicators. The IMPAQ team designed an evaluation of the reading component of the program, and developed, adapted, and calibrated a student reading assessment to fit the educational context in Ivory Coast. We developed a student questionnaire and provided training and support to enumerators to administer the reading assessment. We also selected a sample of program and control schools in which INS field teams collected the students’ data. Finally, we performed descriptive and statistical analyses. Here, we present the findings related to the baseline reading indicators. This report presents the baseline findings on 1,181 students from 99 primary schools in the 7 program regions: Cavally, Bafing, Bagoue, Poro, Tchologo, Boukani, and Gontougo. We derived these findings from the data from the students’ reading assessment and survey, listed in the appendix, and augmented them with school and household survey data to capture essential school and home environment factors. The key findings include the following: . Very few students can read at grade level: only 5 percent of first graders
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