Impact Evaluation of READ CO Ethiopia Endline Evaluation Report

The program was implemented from 2015 to 2018, with funding from the United States Agency for International Development (USAID). The program's primary goal was to increase reading skills, motivation, and behavior among students, as well as engage parents and raise funds for reading-related activities in schools. The evaluation of the READ CO program was conducted in two phases: baseline and endline. The endline evaluation was conducted in December 2018, with the goal of assessing the program's impact on reading skills, student motivation and behavior, parental engagement, program take-up, and school funds raised for reading-related activities. The evaluation used a mixed-methods approach, combining quantitative and qualitative data from surveys, assessments, and interviews. The evaluation found significant improvements in reading skills among students in both Amhara and Oromia regions. In Amhara, the percentage of students scoring above the 25th percentile on the Early Grade Reading Assessment (EGRA) increased from 24% at baseline to 43% at endline. In Oromia, the percentage of students scoring above the 25th percentile on the EGRA increased from 22% at baseline to 38% at endline. The evaluation also found significant improvements in student motivation and behavior, with 71% of students in Amhara and 63% of students in Oromia reporting increased motivation to read. Parental engagement was also a key focus of the program, and the evaluation found significant improvements in this area as well. In Amhara, 61% of parents reported increased involvement in their child's reading activities, while in Oromia, 55% of parents reported increased involvement. The evaluation also found that the program was successful in raising funds for reading-related activities in schools, with an average increase of 25% in school funds raised over the past two years. The evaluation identified several challenges to the program's implementation, including difficulties in recruiting and retaining teachers, as well as limited resources and infrastructure in some schools. However, the evaluation also identified several best practices and lessons learned that can inform future program implementation, including the importance of strong community engagement and the need for ongoing teacher training and support. Overall, the evaluation found that the READ CO program was successful in improving reading skills, motivation, and behavior among students in Amhara and Oromia regions, as well as engaging parents and raising funds for reading-related activities in schools. The evaluation's findings and recommendations can inform future program implementation and help to improve reading outcomes for students in Ethiopia.