Improving reading in Djibouti : midterm : performance evaluation of the Djibouti early grade reading activity (DEGRA)

This report presents the results of a midterm performance evaluation aimed to determine DEGRA effectiveness, document lessons learned, and make recommendations for improvement. The evaluation followed a convergent mixed-methods approach and sought to address six evaluation questions. The questions focus on each of the three project components, as well as on factors contributing to or hampering success, the theory of change, and emerging signs of sustainability. Overall, DEGRA’s accomplishments at midterm are impressive. For component 1 (improving reading instruction), midterm EGRA results show meaningful improvement in students’ reading scores. The proportion of students attaining or exceeding established benchmarks has increased for all subtasks since November 2020. Possible contributing factors for positive results may include DEGRA’s progressive phonics-based syllabic strategy, teacher training, and emphasis on improved supervision. DEGRA has also met its midterm targets for the third component (systems-strengthening). Educator training, TLM development, and the creation and implementation of the supervision dashboard all contribute to capacity building of the larger education sector. The evaluation team notes evidence of emerging sustainability of project results. At the same time, DEGRA’s second component (community engagement) has suffered multiple setbacks, constituting the weakest link in the project’s approach at midterm. PTA mobilization faces particular system-level challenges. A close analysis of the theory of change also indicates areas for improvement.