Education Equity Research Initiative Focus on Equity to

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Education Equity Research Initiative: Focus on Equity to Inform Internal Evaluations lessons from Jordan

Education Equity Research Initiative: Focus on Equity to Inform Internal Evaluations lessons from Jordan Amy Mulcahy-Dunn, Chris Cummiskey, Simon King, Lee Nordstrum, Sarrynna Sou RTI International EDUCATION EQUITY RESEARCH INITIATIVE

Jordan - Ed. Data Pilot Reading Program 2012 - Basic reading and mathematics skills

Jordan - Ed. Data Pilot Reading Program 2012 - Basic reading and mathematics skills of 2 nd and 3 rd grade students were assessed using EGRA/EGMA in 156 schools and 2976 students throughout the country 2012/2013 A pilot program developed to address deficiencies in reading and mathematics identified in assessment is launched 2013/2014 pilot implemented in 40 randomly selected primary schools 2014 Endline-assessment conducted in 40 treatment schools and 116 control schools and 2935 students EDUCATION EQUITY RESEARCH INITIATIVE

Findings – EGRA by Equity Dimensions Oral Reading Fluency By Gender and SES, 3

Findings – EGRA by Equity Dimensions Oral Reading Fluency By Gender and SES, 3 rd grade 2012 40 Correct Words Per Minute 35 30 25 20 15 10 23, 7 28 19 18, 7 21, 8 26, 7 24 11 5 0 Overall Male Female Low SES Med-Low SESMed-High SES Low SES school Non-Low SES school 3 EDUCATION EQUITY RESEARCH INITIATIVE

Within School Distribution of Non-Readers 2012 Within School Distribution of Non-Readers Non-Poor Schools 2012

Within School Distribution of Non-Readers 2012 Within School Distribution of Non-Readers Non-Poor Schools 2012 30 25 % Schools 20 15 Within School Distribution of Non-Readers All School Sampled 2012 10 5 30 0 0% 10% 20% 30% 40% 25 50% 60% 70% 80% 90% 100% % Non-Readers Within School Distribution of Non-Readers Poor Schools 2012 % School 20 15 30 25 10 % Schools 20 15 5 10 0 0% 10% 20% 30% 40% 50% 60% % Non-readers 70% 80% 90% 100% 5 0 0% 10% 20% 30% 40% 50% 60% % Non-readers 70% 80% 90% 100% EDUCATION EQUITY RESEARCH INITIATIVE

Shifts in Students by Reader Category and Q 1 and Q 4 SES quartile

Shifts in Students by Reader Category and Q 1 and Q 4 SES quartile Treatment 2014 Treatment 2012 70, 0% 60, 0% 50, 0% 40, 0% Q 1 30, 0% Q 4 20, 0% 10, 0% 0 -Non-Reader (eq_orf=0) 1 -Beginning Reader 2 -Emergent Reader 3 -Reader (eq_orf>0 & Read-Comp>=80%) Comp=0) Comp<80%) -4% Q 1 30, 0% 20, 0% +10% Q 4 +15% +4% -21% +8% -6% -5% 0 -Non-Reader (eq_orf=0) 1 -Beginning Reader 2 -Emergent Reader 3 -Reader (eq_orf>0 & Read-Comp>=80%) Comp=0) Comp<80%) EDUCATION EQUITY RESEARCH INITIATIVE

Students by Reader Category and Gender Treatment 2014 70% 60% % of students 50%

Students by Reader Category and Gender Treatment 2014 70% 60% % of students 50% +3% 50% 40% +1% 40% 30% 20% 10% -12% 0% 0% 0 -Non-Reader (eq_orf=0) 1 -Beginning Reader (eq_orf>0 & Read. Comp=0) Boys Girls 2 -Emergent Reader (eq_orf>0 & Read. Comp<80%) 3 -Reader (eq_orf>0 & Read-Comp>=80%) +12% +2% -11% 0 -Non-Reader (eq_orf=0) +10% -3% 1 -Beginning Reader (eq_orf>0 & Read. Comp=0) Boys 2 -Emergent Reader (eq_orf>0 & Read. Comp<80%) 3 -Reader (eq_orf>0 & Read-Comp>=80%) Girls EDUCATION EQUITY RESEARCH INITIATIVE

Strong Performing Schools Were More Likely to Have Teachers Who… • received specific pre-service

Strong Performing Schools Were More Likely to Have Teachers Who… • received specific pre-service training in how to teach reading • use homework and worksheets as one of their student assessment methods, • responded constructively when students were unable to answer a question correctly, and • were satisfied with parental involvement, and 7 EDUCATION EQUITY RESEARCH INITIATIVE

Strong Performing Schools Were More Likely to… • have been supported by the Ministry

Strong Performing Schools Were More Likely to… • have been supported by the Ministry of Education (MOE) in receiving more frequent education supervisor visits (every 2 to 3 months during the year), • have a head teachers who orally evaluated students themselves, likely indicating closer Head Teacher involvement in classroom activities. 8 EDUCATION EQUITY RESEARCH INITIATIVE

Stronger Performing Students Were More Likely to… • • • have attended preschool or

Stronger Performing Students Were More Likely to… • • • have attended preschool or kindergarten have books at home to read at home not have repeated a grade not be overaged 9 EDUCATION EQUITY RESEARCH INITIATIVE

Comparing these characteristics to sub populations identified as being disadvantaged can indicate program modifications

Comparing these characteristics to sub populations identified as being disadvantaged can indicate program modifications needed to help address disparities in performance and increase overall program effectiveness 10 EDUCATION EQUITY RESEARCH INITIATIVE

Characteristics Associated with Stronger Student Performance Low SES School Received specific pre-service training in

Characteristics Associated with Stronger Student Performance Low SES School Received specific pre-service training in how to teach reading _* Use homework and worksheets as one of their student assessment methods, _ *HW Respond constructively when students were unable to answer a question correctly _* Are satisfied with parental involvement _* Receive frequent education supervisor visits (every 2 to 3 months during the year + Head Teachers orally evaluates students +* 11 EDUCATION EQUITY RESEARCH INITIATIVE

Characteristics Associated with Stronger Student Performance Low SES School Targeted teacher training and support

Characteristics Associated with Stronger Student Performance Low SES School Targeted teacher training and support in low SES Use homework and worksheets as one of their student assessment methods, schools that provides additional focus on these areas of weakness Respond constructively when students were unable to answer a question correctly _* Institute community engagement activities to encourage and support greater Receive frequent education supervisor visits (every 2 toparental 3 monthsengagement during the year particularly in low SES schools Head Teachers orally evaluates students _* Received specific pre-service training in how to teach reading Are satisfied with parental involvement _ *HW _* + +* 12 EDUCATION EQUITY RESEARCH INITIATIVE

Characteristics Associated with Stronger Student Performance Low SES School Attended preschool or kindergarten _*

Characteristics Associated with Stronger Student Performance Low SES School Attended preschool or kindergarten _* Rave books at home to read _* Read at home _* Repeater +* Overage +* 13 EDUCATION EQUITY RESEARCH INITIATIVE

Characteristics Associated with Stronger Student Performance Low SES School Attended preschool or kindergarten Introduce

Characteristics Associated with Stronger Student Performance Low SES School Attended preschool or kindergarten Introduce concentrated school entry program for first grade students who did not attend kindergarten _* Have books at home to read Institute a book lending system to allow children to bring books home _* Read at home Create a incentive system/competition to encourage reading at home _* Repeater Overage Prioritize support of remedial education programs in schools with higher concentrations of repeaters/overage children Girl School +* +* 14 EDUCATION EQUITY RESEARCH INITIATIVE

Conclusions • Equity analysis allows program designers and implementers to identify disparities in student

Conclusions • Equity analysis allows program designers and implementers to identify disparities in student performance at baseline • This identification permits the targeted support to disadvantaged populations and schools • Identifying characteristics associated with greater student performance that correlate with equity dimensions permits the identification of interventions needed to address barriers to equity 15 EDUCATION EQUITY RESEARCH INITIATIVE

THANK YOU EDUCATION EQUITY RESEARCH INITIATIVE

THANK YOU EDUCATION EQUITY RESEARCH INITIATIVE

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