Evaluation of leer juntos, aprender juntos early grade intervention in Guatemala : midline report

In this evaluation, we randomly assigned schools to three groups: Group A schools implemented the in-school and community action program components; Group B schools implemented only the in-school component; and Group C schools did not implement any of the components of the program. The findings from the midline data collection confirm that the program is being implemented according to plans. Teachers in the treatment groups (Groups A and B) received the teacher training and coaching for which they were targeted. Also, children and families living in the communities in Group A participated in the community-based reading activities for which they were targeted. Moreover, children and families in Groups B and C (which were not assigned to receive the community action component) experienced low levels of exposure to services similar to the community-based reading activities offered to Leer Juntos, Aprender Juntos program participants in Group A. The findings from the midline data collection also provide evidence of program impacts on intermediate outcomes, such as teaching practices in the classroom and the literacy environment at home.