Tusome EGRA Study on Grade 1, 2, and 3 Pupil Learning Outcomes in 2021: Final Report

The study aimed to assess the reading skills of learners in Kiswahili and English using the Early Grade Reading Assessment (EGRA) tool. The assessment was conducted in 2021, with a focus on evaluating the impact of the Tusome program on learner outcomes. The study used a range of instruments, including the EGRA test, head teacher questionnaire, teacher questionnaire, CSO questionnaire, caregiver questionnaire, and sample and sampling methodology. Assessors underwent training, deployment, and data collection, with data management, quality assurance, and research ethics and study authorization also being key components of the study. The study found that in 2021, 34% of Grade 1 learners, 27% of Grade 2 learners, and 22% of Grade 3 learners in Kenya were reading at the benchmarks established by the Ministry of Education (MoE). The study also found that there was a significant improvement in reading performance between 2019 and 2021, with a 10% increase in the proportion of learners reading at the benchmarks. The study also investigated the impact of various factors on teachers' ability to provide high-quality teaching and learning. The results showed that teachers who had received training and support were more likely to provide high-quality teaching and learning. Additionally, the study found that learners who had access to textbooks and other learning materials during the school closures in 2020 performed better in reading assessments. The study also examined the influence of student, home, classroom, school, and county factors on literacy outcomes. The results showed that factors such as caregiver education level, household income, and access to books at home had a significant impact on learner outcomes. The study also found that schools with higher levels of teacher training and support had better learner outcomes. The study concluded that the Tusome program had a positive impact on learner outcomes, with significant improvements in reading performance between 2019 and 2021. The study also identified key factors that influenced learner outcomes, including caregiver education level, household income, and access to books at home. The study recommended that the Tusome program continue to provide training and support to teachers, as well as increase access to learning materials for learners. The study's findings have implications for education policy and practice in Kenya, highlighting the importance of providing high-quality teaching and learning, as well as increasing access to learning materials for learners. The study's recommendations provide a framework for future interventions aimed at improving learner outcomes in Kenya.