Read Liberia Impact Evaluation Endline Report

The report was submitted to USAID and prepared independently by Dr. Alicia Menendez, Dr. Ursula Hoadley, and Dr. Anna Solovyeva with support from Varuni Dayaratna, Carlos Fierros, and Dr. Teresiah Gathenya. The evaluation aimed to assess the impact of the READ Liberia program on students' reading performance in Liberia. The program was implemented in 2018 with funding from USAID's Reading and Access Activity. The evaluation methodology involved a sample of 1,200 students from 60 schools, with 600 students in the treatment group and 600 students in the control group. The findings of the evaluation indicate that the READ Liberia program had a significant impact on students' reading performance. The program resulted in a 27% increase in reading performance among students in the treatment group compared to the control group. The impact was observed in both boys and girls, with girls showing a slightly higher increase in reading performance. The evaluation also found that the READ Liberia program had a positive impact on teachers' instructional practices. Teachers in the treatment group reported higher levels of instructional competence and were more likely to use the READ Liberia program materials in their classrooms. The program also led to an increase in the availability and nature of printed texts in classrooms. The evaluation concluded that the READ Liberia program was effective in improving students' reading performance and had a positive impact on teachers' instructional practices. The program's implementation was also successful, with high levels of classroom uptake and teacher adoption of the program materials. The evaluation also highlighted the importance of context and student characteristics in reading performance. The evaluation found that students from schools with higher levels of poverty and lower levels of educational attainment showed greater gains in reading performance. The evaluation also found that students who had higher levels of parental education and higher levels of household income showed greater gains in reading performance. The READ Liberia program was implemented in 2018 and was designed to improve reading performance among students in Liberia. The program involved a range of interventions, including teacher training, coaching, and the provision of teaching and learning materials. The program was implemented in 60 schools across Liberia and involved a sample of 1,200 students. The evaluation of the READ Liberia program was conducted by NORC at the University of Chicago and was funded by USAID. The evaluation involved a range of data collection methods, including early grade reading assessments, teacher surveys, and classroom observations. The evaluation found that the READ Liberia program had a significant impact on students' reading performance and had a positive impact on teachers' instructional practices.