room to read global monitoring report 2013

Global Monitoring

Report

2013

GLOBAL MONITORING REPORT 2013 | ii

study design

Phot

o: S

aika

t M

oju

md

er

What does it take to be a learning organization?

Dear Friends,

It is a great pleasure to introduce Room to Read’s sixth annual Global Monitoring Report.

When I joined Room to Read two years ago, what most impressed me was its commitment to being

a “learning organization.” In my role as Global Director of Research, Monitoring and Evaluation,

I have sought to build on this commitment, and to ensure that we continue to use the best available

data to more effectively serve the children in the communities where we work.

But what does it take to become an effective learning organization? In my view, two elements

are critical:

• We need to know how successful our programs are. This means focusing data collection on the

outcomes that matter. Are girls completing secondary school with the skills they need to make

key life decisions? Are children developing a love of reading and the ability to read and write?

Through this Global Monitoring Report, we provide evidence that we are making a difference.

Our Girls’ Education Program participants, many of whom are drawn from among the most

disadvantaged segments of society, are staying in school. Children who benefit from our Literacy

Program are checking out more library books each year. And crucially, children are learning to read.

• We need to take action based on data. This means continually building on our successes, and

also being prepared to make tough decisions when programs are not working. At Room to Read,

we are increasingly seeking to collect “action-oriented” data—program metrics that allow for

real-time improvements and course corrections.

In this report, you will read about our Library Rating System—an exciting new initiative that

provides immediate feedback and concrete guidance to both school librarians and our own

staff, so that support can be better targeted. We have seen rapid quality improvements where

the Library Rating System has been implemented and are now drawing lessons from this

experience that can be applied to other program components.

This report is one element of our commitment to remaining transparent about our results and to

holding ourselves accountable to our global stakeholders. We hope this Global Monitoring Report

will stimulate a productive dialogue that will enable us to continue to learn as an organization and

to learn from one another. In this way we can ultimately provide greater benefits to the children we

serve. We look forward to continuing to share more results with you over the coming years.

Sincerely,

Dr. Matthew Jukes

Global Director, Research, Monitoring and Evaluation

GLOBAL MONITORING REPORT 2013 | 1

Table of Contents

Where We Work

Introduction 4

Literacy Program 7

Program Reach 11

Program Activities 11

Program Results 19

Girls’ Education Program 23

Program Reach 25

Program Activities 25

Program Results 28

Conclusion 32

About This Report 33

A S I A

Sri Lanka

India

Nepal

Laos

Vietnam

Cambodia

Bangladesh

A F R I C A

South Africa

Zambia

Tanzania


List of Figures, Tables and Highlights

Figures

Figure 1. Total Schools Benefiting from Literacy Program to Date 11

Figure 2. Children Benefiting from Reading and Writing Instruction 12

Figure 3. Average Library Access Time (Hours per Week) 13

Figure 4. Change in Library Ratings, 2013 14

Figure 5. Total Book Titles Published to Date 15

Figure 6. Percentage of School Construction Projects with

Community Co-Investment 17

Figure 7. Average Number of Books Checked Out per Student 19

Figure 8. Average Words Read per Minute - Bangladesh, India,

Laos & Nepal 20

Figure 9. Improvement in Words Read per Minute (India) 22

Figure 10. Total Girls’ Education Program Participants to Date 25

Figure 11. Percentage of Girls’ Education Program Participants

Receiving Material Support and Life Skills Education 27

Figure 12. Total Secondary School Graduates to Date 28

Figure 13. Retention and Dropout 28

Figure 14. Regional Variation in Reasons for Dropout 29

Tables

Table 1. Reading Fluency (Words per Minute) by Country 21

Highlights

Highlight 1. Improving Program Quality through the Library

Rating System 13

Highlight 2. Understanding Reader Needs and Preferences 16

Highlight 3. Research to Improve Community Co-Investment

in Infrastructure 18

Highlight 4. Using Evaluation Data to Improve Results in India 22

Highlight 5. Tracking Dropout Risk in Nepal 30


Introduction

At Room to Read, we envision a world in which

all children can pursue a quality education,

reach their full potential and contribute to

their communities and the world. To achieve

this goal, we focus on two areas: literacy and

gender equality in education.


Phot

o: C

har

lie B

ibb

y fo

r th

e Fi

nan

cial

Tim

es

Our annual Global Monitoring Report helps us

chart progress toward our goal of improving

educational quality and opportunity for 10 million

children by 2015.1 We are rapidly nearing this

goal. As of the end of 2013, more than 8.8 million

children have benefited from our programs.

This report focuses on key 2013 program activities and outcomes across the

10 countries where we work and indicates trends and areas of emphasis as we

continue to improve our programs. Highlights of this year’s report include:

Literacy Program

• In 2013, we established 1,457 new school libraries, built 464

libraries and classrooms, and published 155 children’s book titles

in 14 languages

• For the first time, more than 10 million books were checked out

in a single year across the libraries where we worked

• In nearly all countries, our reading and writing instruction

activities have significantly improved students’ reading

1 Room to Read. “Envisioning Our Future: A Roadmap for Learning.” http://www.roomtoread.org/EnvisioningOurFuture


introduction

Girls’ Education Program

• In 2013, we celebrated our 25,000th program participant and our

1,000th graduate

• Program retention remains high, with 94 percent of participants

either remaining in the program or graduating

• 72 percent of 2013 program graduates are pursuing tertiary

education

In the following sections, each program—Literacy and Girls’ Education—is assessed

in terms of its reach (i.e. the number of children, teachers, or schools benefiting),

the activities that we implement through the program, and our results to date.

The data and stories presented in this report are drawn from ongoing monitoring

efforts in 2013, and from evaluations and research into our programs’ impacts

on children’s educational outcomes.2 We are excited to share these stories with

our program participants, investors, partners and the broader international

education community.

2 For more information about our research and evaluation activities, please visit our website at http://www.roomtoread.org/MeasuringResults.


introduction


Literacy Program

Our Literacy Program enables

primary school children to become

independent readers.Ph

oto:

Will

em d

e La

nge

Literacy is not only the foundation of all learning,

it is fundamental for participation in modern global

society. Yet 774 million adults across the globe—

more than one out of every seven—lack the ability

to read and write. That means being unable to

understand any medicine bottle, employment ad or

ballot form they encounter. Of all the illiterate people

in the world today, two-thirds are female and over

90 percent live in developing countries.

Our Literacy Program is designed to address this

challenge and to help every child become an

independent reader. We define an “independent

reader” as a child who possesses both literacy skills

and a habit of reading. Through our Literacy Program,

we help children to read fluently and to develop

a sustained love of reading that will benefit them

throughout their lives.


literacy program

Program ReachWe brought our Literacy Program to 1,414 new schools in 2013.

To date, we have implemented our Literacy Program in partnership with nearly 17,000 schools

across 10 countries in Asia and Africa. In each of those schools, our work has helped to bring new

focus and rigor to strengthening children’s literacy.

Program ActivitiesOur Literacy Program is guided by an unyielding commitment to improving literacy outcomes

for children. In driving toward this goal, we have learned a lot about what works in the context

of primary schools in developing countries.

The following sections describe the activities we implemented through our Literacy Program

in 2013.

Figure 1

Total Number of Schools Benefiting from Literacy Program to Date

5,000

0

10,000

15,000

2001 2003 2005 2007 2009 2011 2013

16,970


literacy program

Reading and Writing Instruction

We provided professional development on reading and writing instruction to 1,749 teachers across 2,043 classes in 1,046 schools.

We partner with Ministries of Education to supplement gaps that exist in the standard reading and writing curriculum—providing resources, in-service teacher training and classroom enhancements.

Our Literacy Program provides professional de-

velopment, support, and learning materials to

teachers so they can deliver high quality literacy

education that incorporates the latest evidence

and global best practices. We provide workshops

and on-site coaching twice per month, and support

the use of evidence-based instructional routines

and regular student assessments to inform and

improve classroom instruction. We provided a

total of 174 professional development workshops

in 2013. Of the reading and writing classes we sup-

ported in 2013, 80 percent received the requisite

amount of on-site coaching. In future years we

seek to increase this figure to 100 percent, and

have provided additional guidance and support to

country teams to meet this goal.

Reading and writing instruction is the newest element of our Literacy Program, and as shown in

Figure 2, we have greatly expanded our efforts in this area in recent years. In 2013, 62,597 children

benefited from our reading and writing instruction activities, a 65% increase from 2012.

School Libraries

We established 1,457 new school libraries in 2013 and supported a total of 5,310 libraries.

We work with communities to establish school libraries that foster a child’s habit and love of reading.

Our school libraries provide children with access to engaging books, trained librarians and a

safe space to read. To ensure that Room to Read libraries continue to serve children long into the

future, we support each library for the first three years until it can operate sustainably on its own.

In all, our 5,310 actively supported libraries provided access for a total of 1,173,036 children and

39,861 teachers.

Teachers, librarians and other school staff received professional development in 93 percent of

these libraries, for an average of four days per library. This builds the knowledge and skills needed

to implement key library management systems. In 2013 nearly all of our libraries had implemented

our standardized and recommended systems:

Figure 2

Children Benefiting from Reading and Writing Instruction

2011

0 10,000 20,000 30,000 40,000 50,000 60,000 70,000

2012

2013

37,964

62,597

25,886


literacy program

• 99 percent of libraries had functional checkout systems, which allow children to borrow and take

home library books

• 100 percent of libraries had book leveling systems, which enable children, teachers and parents

to identify books appropriate for each student’s reading level

We work with schools to establish at least one regular library period per week for each grade, with

regular time outside of classes for children to access the library, such as during recess or before or

after the school day.

As Figure 3 shows, since we began tracking this indicator, the average amount of time children are

able to access libraries in schools we support increased from 3.3 hours per week in 2010 to 5.0 hours

per week in 2013, including an average of 1.3 hours per week of regular library periods and an aver-

age of 3.6 hours per week of access time outside these periods.

3.3 hrs

Average Library Access Time (Hours per Week)

Figure 3

2010 2011

4.5 hrs

2012

3.6 hrs 5 hrs

2013

Highlight 1

Improving Program Quality through the Library Rating System

Data are only valuable if they lead to action; however, in some cases, cycles of data collection,

analysis, and reporting are too long to enable needed program improvements to be implement-

ed in a timely manner. In Room to Read libraries, we have been able to provide more responsive

program improvements through the introduction of our Library Rating System. Rolled out to all

5,310 of our actively supported libraries in 2013, this system complements our more in-depth

monitoring processes by providing libraries with immediate feedback and clear guidance around

common challenges.

Through our work, we have learned what factors enable a library to succeed. The Library

Rating System distills this experience into a checklist of 19 indicators across four categories:

1) Literate Environment, 2) Reading Time, 3) Teacher Professional Development, and 4) Family

and Community Engagement. By the time a library transitions to community support after our

standard three-year support period, it should meet expectations for all 19 indicators.


literacy program

During our monitoring visits, Room to Read staff evaluate the library against the indicator check-

list to provide librarians with clear guidance regarding the elements not yet in place, and what

they should work on next. Based on how a library is graded on the 19 indicators, each is given a

rating of “developing,” “functioning” or “highly functioning.” This rating helps drive decisions re-

garding the frequency of support visits,

enabling Room to Read staff to devote a

greater share of time supporting those

libraries that are most in need.

Early indications are that these quick

feedback cycles are making a differ-

ence. Among libraries where ratings

were assessed twice in 2013, most

libraries either improved their rating

between visits or maintained a rating

of “highly functioning”. As shown in

Figure 4, the proportion of libraries

receiving a rating of “highly function-

ing” grew from 36 percent in the first

assessment cycle to 54 percent in the

second assessment cycle.

One Field Manager in South Africa de-

scribed the improvement he witnessed

when school staff and communities

pulled together to address problems

identified through the Library Rating System. “South Africa needed more family and commu-

nity engagement,” explained Marhule. “At one school we saw a functional rating because the

librarians were overworked. We met with the library managers and secured four volunteers.

Involving the community has resulted in a marked improvement—the library now is rated

highly functional.”

Marhule went on to say that the Library Rating System had brought about a “paradigm shift” in

South Africa team members, who began to seek opportunities to rapidly transform data into

program improvement.

Over the coming years, we will continue to refine the Library Rating System, and we will un-

dertake additional analysis to better understand which indicators are most strongly associated

with improvements in children’s reading habits. Building on the Library Rating System, we will

also collect “action-oriented data” to support other elements of our Literacy Program, as well as

our Girls’ Education Program.

HIG

HLY

F

UN

CT

ION

AL

FU

NC

TIO

NA

L D

EV

ELO

PIN

G

1ST ASSESSMENT

19% 13%

34%45%

36% 54%

2ND ASSESSMENT

Figure 4

Change in Library Ratings, 2013


literacy program

Reading MaterialsWe published 155 book titles in 14 languages in 2013.

We publish original, high-quality, developmentally appropriate children’s books in the local languages of the regions where we work, and also procure titles from other publishers where available.

Our program recruits and develops local talent

to ensure culturally and linguistically relevant

material, which often cannot be procured in the

countries where we work. This includes hosting

workshops where authors and illustrators are

introduced to the basic concepts of creating

storybooks and present draft manuscripts and

illustrations for feedback and improvement.

In 2013 we trained 229 local authors and

illustrators in story and book production, and

ultimately commissioned manuscripts and art-

work from 223.

Since we began producing children’s books, we

have published more than 1,000 titles in 29 lan-

guages. In 2013, we distributed 1,194,362 books

to the schools and libraries we support. Over

three years of support, this represents an aver-

age of 6.3 books per student. We also distributed

an additional 155,449 books published by Room

to Read to other organizations, such as public libraries, other nongovernmental organizations and

schools where we are not working.

The books we published received a number of awards in 2013, including:

• The Royal Medal of Munisaraphorn Mahasereywat from Cambodia’s Education Minister for our

work translating and distributing Scholastic’s science book series, Time to Discover

• A Congratulatory Award at the 2013 Book Excellence Ceremony of the Laos Department of

Publication and Library for “Little Caterpillar’s Lost Shoes”

• Two Nepal Society for Children’s Literature awards for “What Have I Learned Today?” and

“Malati’s Shoes”

We also develop materials that help children learn to read, such as workbooks, letter cards, picture

cards and rhyme charts. In 2013, 100 percent of schools where we support reading and writing

instruction received these materials.

Figure 5

Total Book Titles Published to Date

500

0

1,000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

1,029


literacy program

Highlight 2

Researching Reader Needs and Preferences

Room to Read’s status as both a publisher of children’s books and an establisher of school

libraries provides us with an incredible opportunity to continually improve our reading materials

based on real-world data regarding children’s needs and interests.

In 2012, we commissioned a group of independent consultants to complete

a study on children’s books in Cambodia—those published by Room to Read

as well as others. The study identified a range of factors that contributed

to these books’ popularity with children, including large fonts, engaging

illustrations, and culturally relevant characters and settings. “Flower and a

Piece of Wood” (2011), written by Nguon Sakal and illustrated by Seng Visal,

was among the Room to Read books singled out for praise based on these

criteria. These results helped us develop a global tool for testing new manu-

scripts, to confirm that they have the characteristics to engage children and

capture their imaginations. This tool helps us to maintain and improve the

quality of our publications.

In 2013, we continued this analysis through our own study of book check-

out trends in Laos, South Africa, and Sri Lanka. In Laos, this analysis revealed

similar reader preferences as in Cambodia and identified some popular

Room to Read books that used these elements well. The team is now work-

ing with authors and illustrators to develop more books with similar styles

and themes.

Ms. Sysouphan, a Room to Read librarian in Laos, reports that “the survey

helped me to understand our library in a new way. We now know that

‘Beautiful Flowers’ and ‘Who Makes the Best Papaya Salad?’ are the most

popular, and we can recommend them to more readers.”

The Laos study also showed low book checkout in some libraries due to out-

of-date book collections. In response, we have strengthened coordination

between our book publishing and library teams to ensure that all our librar-

ies benefit from a more frequent distribution of new, high-quality books

that children will read and love.

Results of the book checkout analysis in South Africa and Sri Lanka will be

available by the end of 2014 and plans are already underway to integrate

findings into library operations.

These book preference studies enable us to establish a positive feedback

loop of increased program quality, in which libraries help to improve the

books we publish and higher quality books lead to more successful libraries.

Flower and a Piece of Wood

(Cambodia, 2011)

Beautiful Flowers

(Laos, 2011)

��

��

Fl&a piece of W.indd 1 1/16/2012 9:14:34 AM


literacy program

School InfrastructureIn 2013 we built 464 classrooms and libraries in 190 schools, and renovated classrooms in an additional 35 schools.

We build new classrooms and libraries, and repair and renovate existing classrooms, to meet the need for adequate learning environments for children.

We recognize that the long-term success of

the facilities we build depends on local com-

mitment. To promote sustainability, we require

every community where we work to provide

a School Infrastructure Challenge Grant. The

Challenge Grant includes donations of cash,

materials, and/or labor that cover a significant

portion of the total construction cost. In addi-

tion, communities invest their time and energy

by monitoring the progress of construction and

keeping basic project records.

We work with communities to establish local

School Construction Committees to help secure

this co-investment. In 2013, we provided train-

ing to 3,410 new committee members.

As shown in Figure 6, 2013 marked our fourth

consecutive year in which 100 percent of school

construction projects were completed with

community co-investment in the form of a

Challenge Grant.

After our formal support to these infrastructure

projects ends, we conduct monitoring visits

for three consecutive years following project

completion. We monitor our previously completed projects to (1) identify and repair any projects

with major structural damage and (2) learn more about the sustainability of our projects. For 2013

reporting, we visited 727 projects constructed in 2010, 2011, and 2012. Our findings included:

• 96 percent of projects were still in use as classrooms or libraries

• 43 percent of projects showed no damage

• 56 percent of projects showed minimal, non-structural damage attributable to normal

“wear-and-tear”

• Less than 1 percent of projects showed signs of major structural damage. For those libraries we are

providing both financial and logistical support to these communities to ensure these buildings are

returned to a condition of safety

• In facilities where toilets were available, 86 percent were functional, which can contribute to improved

educational outcomes (note that many of these toilets were not established by Room to Read)

Figure 6

Percentage of School Construction Projects with Community Co-Investment

60%

80%

100% 100% 100% 100%

40%

20%

0%

2008 2009 2010 2011 2012 2013

100%


literacy program

Highlight 3

Research to Improve Community Co-Investment in Infrastructure

Although 100 percent of communities contribute toward school construction projects

through the Challenge Grant, not all communities contribute as much, or as quickly, as

expected. We have, therefore, continued to seek effective ways to get communities more

involved, and to make the Challenge Grant a higher priority for them.

With this goal in mind, Room to Read worked with researchers from Miami University, Ohio,

on a research study in Sri Lanka to see whether motivation and commitment could be im-

proved by pairing each community with another nearby community, with which they would

either compete or cooperate.

Where communities competed, each received one point for each stage of the construction

process successfully completed; whichever community received more points received a gift

for their school valued at US $100. Where they cooperated, both communities received the

gift, but only if both successfully completed at least three of the four stages. The study was

completed over the course of 10 months.

The main finding of the study was that competition proved more effective than cooperation

at improving group motivation and performance, leading to projects being completed more

quickly and successfully. In interviews, community members stated that competition helped

motivate participation from people who would not ordinarily get involved, and helped drive

all participants to work harder. Interestingly, they tended to see the competition not as a

zero-sum game, but rather as something that benefited both communities by encouraging

greater community-wide commitment.

Those in the cooperation group, however, felt less motivated. Interviewees reported feeling

discouraged by what they saw as a limited ability to help the other community, which cre-

ated the possibility that any hard work on their part would be wasted due to their partners’

shortfalls.

As reported by one contest participant, “Competition is not a strange thing to us; it is every-

where. That does not mean we feel jealousy—it is just the way we work. We want to make

sure that we are ahead of the other school. That is how we get satisfaction; that is what

makes us happy!”

We are now evaluating the implications of these intriguing results for future program

development in Sri Lanka. In the coming years, we will also assess the degree to which this

finding holds true across the diverse cultural environments in which we work.


literacy program

Program ResultsThe goal of our Literacy Program is to enable children to become independent readers, with both literacy skills and a habit of reading. This section presents our 2013 results in these two areas.

Habit of Reading2013 marks the first year in which more than 10 million books were checked out across the libraries where we worked.

Children checked out 10,104,899 books in

2013—an average of 1,904 books in each library

we supported. As Figure 7 shows, the average

number of books checked out by each student

has steadily increased since we began tracking

this indicator to a new high of 8.9 books per

student. This growth suggests that Room to

Read libraries are succeeding in their objective

of building children’s reading habits.

Reading SkillsIn nearly every country, reading fluency was higher in Room to Read program schools than in nearby comparison schools.3

In last year’s Global Monitoring Report, we presented the results of evaluations underway to mea-

sure the impact of our Literacy Program on reading skills. Key to these evaluations is a comparison

of our projects with similar schools that do not benefit from our programs. That tells us whether or

not improvements in children’s reading outcomes are attributable to our work.

The 2012 results that we reported for four countries (Bangladesh, India, Laos, and Sri Lanka)

indicated that our Literacy Program was helping children read more fluently—more quickly and ac-

curately than their peers in comparable schools. This year, we are pleased to report our first results

from five additional countries—Cambodia, Nepal, South Africa, Vietnam, and Zambia—as well as

new grade two results from Laos.

Independent studies in multiple countries have shown that children need to reach a fluency rate of

roughly 45 – 60 words read per minute (or local-language equivalent) as a prerequisite to read with

comprehension.4 We aim for children to reach this fluency level by the end of grade two. In high-

income countries like the United States, children who reach this fluency level are generally considered

to be “on track.”

3 Differences were statistically significant for all countries except Vietnam.4 Abadzi, H. (2011). Reading Fluency Measurements in EFA FTI Partner Countries: Outcomes and Improvement

Prospects. Working Paper.

3.34.9

6.78.2 8.9

Figure 7

Average Number of Books Checked Out per Student

2009 2010 2011 2012 2013


literacy program

As shown in Figure 8, four of the five countries

for which we have grade two data have achieved

or are near achieving this 45-60 words per min-

ute goal.5 The fifth country (Cambodia, shown in

Table 1 on the following page) represents a chal-

lenging literacy environment where comparison

schools showed among the lowest levels of

baseline fluency. However, in every country for

which we have grade two data, students in Room

to Read program schools scored more than twice

as high as those in comparison schools.

Comparing our results for grades one and two

to 70 other teacher-support programs in least

developed countries shows that the average

impact of Room to Read’s literacy instruction

is nearly 10 times greater than the average im-

pact of these other interventions.6 Additionally,

results from our programs in Bangladesh, Laos,

Nepal, Sri Lanka, and Zambia were better than

those for even the most effective of the 70 pro-

grams implemented by others. This comparison

suggests that our program is one of the most

effective ways of improving children’s learning

in primary schools in developing countries.

These results reinforce our evidence-based ap-

proach that includes explicit, comprehensive

and systematic instruction on phonological

awareness, phonics, fluency, vocabulary and

comprehension, as well as the frequent and

timely school-based support provided to teach-

ers by Room to Read’s literacy coaches. Complete

results by country and grade are shown on the

next page in Table 1.

5 India results reflect re-evaluation in early 2014 (see Highlight 4 on page 22).6 Ewan, Patrick J. (2014). “Improving Learning in Primary Schools of Developing Countries: a Meta-Analysis of

Randomized Experiments.” Publication forthcoming. http://academics.wellesley.edu/Economics/mcewan/PDF/meta.pdf

Figure 8

Average Words Read per MinuteBangladesh, India, Laos & Nepal

Grade One

Bangladesh

Goal: 45-60 wpm

10.2 36.7

Grade Two

23.7 55.8

Grade One

India

3.9 17.4

Grade Two

12.4 41.0

Grade One

Laos

1.5 17.7

Grade Two

13.6 45.4

Grade One

Nepal

2.4 10.1

Grade Two

14.4 39.6

Comparison Schools Program Schools

45


literacy program

Table 1 Reading Fluency (Words per Minute) by Country7

Grade One Grade Two

Comparison Room to Read Difference Comparison Room to Read Difference

Bangladesh 10.2 36.7 26.5 23.7 55.8 32.1

Cambodia 1.3 4.1 2.8 12.7 26.9 14.2

India 3.9 17.4 13.5 12.4 41.0 28.6

Laos 1.5 17.7 16.2 13.6 45.4 31.8

Nepal 2.4 10.1 7.7 14.4 39.6 25.2

South Africa 15.4 17.6 2.2

Sri Lanka 2.8 10.4 7.6

Vietnam 35.5 38.3 2.8

Zambia 0.5 9.1 8.6

Despite these positive results, we know that there is still more to be done. Many children have not

yet become independent readers by the end of the program. Countries that made less progress than

expected either experienced difficulties in implementing the program as planned, or are still in the

process of aligning the scope and sequence of the program with national curricula.

To address these issues, we are working to improve implementation where it has fallen short.

We are beginning to supply schools implementing our Literacy Program with storybooks that

provide more opportunities for children to practice decoding skills. We are also integrating formal

assessment procedures into teachers’ daily lessons and further engaging parents to support chil-

dren reading at home. Through these efforts, we hope to achieve the ambitious goal of all children

reading fluently and with comprehension by the end of grade two.

We will continue to collect and analyze data on children’s reading fluency over the coming years to

ensure our program is delivering its desired benefits. In our next Global Monitoring Report, we will

be able to report results for both grades in all nine countries where we currently conduct reading

and writing instruction activities.

7 Due to variations in language, culture and education systems, results are not intended for cross-country comparison of program effectiveness.


literacy program

Highlight 4

Using Evaluation Data to Improve Results in India

In addition to our overall positive results, we have also seen marked improvements from results

presented in our previous Global Monitoring Report. Results from India in 2012 showed that at

the end of grade two, children were reading at a fluency level far below our target.

In 2013, our India team responded by

improving program design and deliv-

ery—emphasizing all components of

effective reading instruction, revising

instructional materials and teacher

manuals, adding more foundational

instruction, and increasing the pace

of instruction. The team also provided

additional training to field staff to

strengthen their capacity to provide

effective support for teachers.

When we reevaluated students in

early 2014, average reading fluency

among grade two students had more

than doubled to 41 words per minute.

Over the coming years, our goal is to

continue improving these average

results while also providing additional

targeted support for those students

who need it most.

Figure 9

Improvement in Words Read per Minute (India)

Grade One

2012

Comparison Schools

2.8 3.8

Grade Two

4.3 14.7

Grade One

2014

3.9 17.4

Program Schools

Grade Two

12.4 41.0


literacy program


Girls’ Education Program

Our Girls’ Education Program

supports girls to complete

secondary school with the skills

necessary to negotiate key life

decisions.

Phot

o: V

aru

n C

hau

dh

ary

Educating girls and women is one of the most

powerful ways to address global poverty. Finishing

secondary school leads to smaller, healthier families,

lower HIV infection rates, and higher wages.

Educated women are also more likely to educate their

own children—ending the cycle of illiteracy in one

generation. Our Girls’ Education Program works to

turn the tide against gender inequality in education

across Asia and Africa.


girls’ education program

Program ReachIn 2013, 21,792 girls participated in the Girls’ Education Program.

As Figure 10 shows below, we have steadily increased the number of girls receiving our support

since the program began. Including those who have graduated or left the program, more than

25,000 girls have participated to date.

Program Activities

Our Girls’ Education Program helps girls complete secondary school with the skills needed to negoti-

ate key life decisions. Our program uses a multifaceted approach, combining parental engagement

activities, academic support, mentoring, life skills education and material support. We recognize

that each girl has her own educational challenges and we tailor the support we provide to her needs.

The following sections describe the activities that constituted our implementation of the Girls’

Education Program in 2013.

25,830

Figure 10

Total Girls’ Education Program Participants to Date

10,000

0

20,000

30,000

2001 2003 2005 2007 2009 2011 2013



Parent and Guardian EngagementIn 2013, 86 percent of parents and guardians of Girls’ Education Program participants attended parent meetings.

Parent and guardian engagement in their daughters’ education is essential for program sustainability and larger program transformation.

One way our Girls’ Education Program seeks to engage parents is through bimonthly meetings,

which allow parents and guardians the opportunity to learn from each other in supporting their

daughters.

Parent and guardian attendance at these meetings has remained consistently above 85 percent

each year since we began tracking this indicator in 2008. This high attendance demonstrates an

encouraging commitment among parents to their daughters’ education, and also indicates that our

program is succeeding in engaging families in the communities where we work.

Academic SupportIn 2013, 84 percent of Girls’ Education Program participants received academic support.

We seek to ensure that girls have the knowledge they need to succeed in class.

We provide academic support in the form of remedial instruction, tutoring and exam preparation

for girls who need support in these areas. Need is determined in collaboration with the schools

through regular academic assessments and exams.

Material SupportWe provided material support to 52 percent of participants in 2013.

Material support addresses some of the common economic barriers that can keep a girl from finishing secondary school.

Material support can include coverage of school-related and non-school-related costs. School-

related costs include school and exam fees or the costs of textbooks, school supplies and clean

uniforms. Non-school-related costs can take the form of a new bike, bus fares, feminine hygiene

products, or a room in a boarding house closer to school.

Each girl’s need for material support is determined in collaboration with local partners according to

locally developed standards, and is reassessed annually to ensure that it is provided to those girls

who need it most.



MentoringSocial Mobilizers provided mentoring to 38 percent of participants in 2013.

Mentoring helps to provide girls with the support and guidance t0 help them stay in school.

Support from a female mentor provides a girl with a trustworthy adult or peer who can be an

advisor, role model and advocate during a critical time in her emotional development.

In addition to serving as excellent examples of educated, empowered women in the community,

our social mobilizers provide emotional support and guidance to help the girls along their own

individual journeys.

Mentoring is an activity that has not yet been implemented in all countries—but over the coming

years it will be an area of increasing focus.

Life Skills EducationIn 2013, 88 percent of participants received life skills education.

Our program is increasing its emphasis on building the life skills that our participants need to succeed in school and after graduation.

Life skills education includes camps, workshops

and experiential training to help girls develop

the skills they need to succeed in and out of

school. Topics covered include self-awareness,

empathy, communication, interpersonal skills,

decision-making and problem-solving, critical

and creative thinking, and coping with stress.

As shown in Figure 11, recent years have seen a

steady reduction in the number of girls targeted

to receive material support, and an increased

emphasis on life skills education. Our increas-

ing focus on life skills acknowledges that girls

face a wide range of challenges that go beyond

the economic.8 Rather than encouraging girls to

grow dependent on our support, life skills edu-

cation seeks to provide girls with the tools they

will need to stand on their own and become

proactive, independent adults throughout their

lives. The shift also helps to keep our programs

sustainable over the long term.

8 For details, see “Figure 13. Retention and Dropout” on page 29.

Figure 11

Percentage of Girls’ Education Program Participants Receiving Material Support andLife Skills Education

87%

52%40%

20%

0%

60%

20112010 2012 2013

100%

80%

Life SkillsMaterial Support



As we reduce our emphasis on material support, we are also updating the content of our

parent and guardian engagement to more strongly encourage families to invest in their daughters’

education. This co-investment parallels the “Challenge Grant” we seek from communities where

we implement infrastructure projects (see “Research to Improve Community Co-Investment in

Infrastructure” on page 18).

One indication that this strategy is working is that girls in 2013 stayed in school at a similar rate to

previous years, even as we have reduced our material support. This is particularly encouraging given

that a greater number of girls each year are entering more advanced grades, where the risk of drop-

out is higher. The next section describes dropout in greater detail, along with other indicators of

program outcomes such as graduation from secondary school and enrollment in tertiary education.

Program Results

The goal of our Girls’ Education Program is to support girls to complete secondary school with the skills necessary to negotiate key life decisions. This section describes our 2013 progress toward this goal.

Secondary School CompletionIn 2013, we supported 399 young women who successfully graduated from secondary school.

The total number of new graduates in 2013

represents a nearly 40 percent increase over last

year’s figure of 289 graduates. We expect this in-

dicator to continue to increase in coming years,

as a higher percentage of the girls we support

reach graduation age.

As Figure 12 shows, a total of 1,195 program

participants to date have graduated from sec-

ondary school since our first class of graduates

in 2007.

1,195

Figure 12

Total Secondary School Graduates to Date

400

0

800

1,200

2007 2008 2009 2010 2011 2012 2013



Understanding regional variation enables us to better tailor our support to girls’ needs.

14%

1%

3%

3%GLOBAL

SOUTH ASIA

SOUTHEASTASIA

SOUTHERNAFRICA

% of Dropouts in Each Region Due to Pregnancy

0%

57%

9%

32%GLOBAL

SOUTH ASIA

SOUTHEASTASIA

SOUTHERNAFRICA

% of Dropouts in Each Region Due to Economic Challenges

Figure 14

Regional Variation in Reasons for Dropout

Program Retention and Academic Advancement9

In 2013, 94 percent of participants either remained in the program or graduated.

As shown in Figure 13, our overall dropout rate remained low at 4 percent.

94 percent of those who remained in school advanced to the next grade

level.10

The most common reason for dropout from the Girls’ Education Program

was economic challenges (32 percent of dropouts). Other reasons given

for dropout included marriage (21 percent of dropouts), relocation (19 per-

cent), and academic challenges (6 percent).

The reasons for dropout varied greatly between regions. As shown in Figure

14, pregnancy is more often cited in Southern Africa than in other regions,

while in Southeast Asia economic challenges are responsible for over half of

the total dropout rate. Understanding this regional variation enables us to

better tailor our support to meet the needs of girls in each country.

9 Note that in previous years, girls who left the program but remained enrolled at another school were included in the dropout rate. They are treated separately from dropout in 2013 figures, which we feel gives a more detailed and accurate impression of educational trends. If these girls were included in 2013, the dropout rate would be 6 percent, the same as in 2012.

10 Please note that these figures do not include full 2013 results from Bangladesh and Sri Lanka, which were not yet available at the time of writing due to the timing of the academic year.

Figure 13

Retention and Dropout

2%GRADUATED

2%CHANGED

SCHOOL

4%DROPPED OUT

92%REMAINED IN PROGRAM



Highlight 5

Tracking Dropout Risk in Nepal

One of our key goals is to put in place processes that help us move quickly from data to

action. Highlight 1 on page 13 describes how we introduced “action-oriented data” to our

Literacy Program through the Library Rating System. In Nepal, our Girls’ Education Program team

applied the same principle to the way we target support through the Girls’ Education Program.

The risk assessment tool developed in Nepal helps our Social Mobilizers identify those girls who

are in the greatest danger of dropping out based on a set of warning signs:

• Missing three or more consecutive days of school or tutoring sessions

• Falling below 80 percent attendance at school or tutoring sessions in one month

• Failing one or more subjects based on key school exams

• Failing one or more subjects with extra tutoring

• Missing one or more life skills workshops

• Parents or guardians missing one or more bimonthly meetings

When a girl exhibits one of these signs, the tool provides a series of concrete action steps the

Social Mobilizer can take to understand and address the underlying problem.

For example, if a girl’s attendance in school drops below

80 percent in one month, the risk assessment tool directs

the Social Mobilizer to meet with her teachers and friends,

conduct a home visit to speak with parents, and provide ad-

ditional mentoring support, among other steps. This type

of standardized guidance reduces guesswork for the Social

Mobilizers and lets them know that they are providing ap-

propriate support for the girls who need it most.

Room to Read Nepal has not limited these rapid cycles of

improvement to the field level alone; the tool itself is also

designed to be continually iterated and refined through

implementation. As we learn more about the factors that

contribute to dropout and the most effective approaches to

address them, we will continue to update the tool to reflect

this new knowledge.

Both program staff and the Social Mobilizers report that the

tool is relatively easy to use and seems to be targeting the right girls for support. Implementation

is still in early stages; over the coming years, we will periodically analyze dropout data to assess

the tool’s effectiveness and identify areas for improvement. At the same time, we will work to

further standardize the system and roll it out in all nine countries where we currently implement

the Girls’ Education Program. This wider base of implementation will help us to understand how

girls’ secondary school dropout varies across cultural and geographic contexts so that we can

provide all girls in the program the support to enable them to thrive in school.



2. Collect Data3.

Identify At-Risk

Girls

4. Provide

5. Track

Progress

1. Revise

Indicators

Additional results for retention and advancement in 2013 included:

• 98 percent of girls who received mentoring and finished the school year remained enrolled the

following year

• 99 percent of girls who received material support and finished the school year remained enrolled

the following year

• 84 percent of girls who finished the year and were required to pass a “gatekeeping” exam11

successfully advanced to the next grade level

• Of the girls who received academic support and successfully completed the school year,

94 percent advanced to the next grade level for the following year

Transitions to Tertiary Education

Though we end our formal support to each girl after she completes her secondary school education,

we stay in touch with our program alumnae to learn how schooling has contributed to their lives in

the long term. Of the 399 graduates in 2013, 72 percent are pursuing tertiary education—the same

as the rate for the program overall since it launched in 2001. Some past graduates who pursued

tertiary education returned to the Girls’ Education Program as mentors, serving as role models for a

new group of girls.

11 A gatekeeping exam is a national test that students must pass to advance to the next school grade or level. We support girls who have gaps in basic skills to tackle the challenges they face with these exams.



Conclusion

We would not have been able to make such progress in our reach, activities or results without being a “learning organization.”

This report is one part of our learning process. Each year, the data we collect help

us to identify what we are doing well and what can be improved. Each year, we

share this information with external audiences to be transparent about our work

and accountable to our beneficiaries, donors and other key stakeholders.

This year’s report demonstrates continued program growth and quality

improvement. Above all, it provides evidence that our programs are working:

children are checking out more books each year, their reading skills are markedly

improved, and girls are finishing secondary school and, in the majority of cases,

pursuing tertiary education.

We are committed to using data to strengthen our programs and make us more

efficient. The success of the newly implemented Library Rating System suggests

opportunities for further improvements through an expanded use of “action-

oriented data” across program components. We are also continuing to expand

our use of longer term evaluations that provide an in-depth assessment of our

effectiveness. We look forward to sharing these results in next year’s report

and beyond.



About This Report

Data Collection

This report is based on data collected by our country-based staff. We collected data on every book

we published, every building we constructed, and every girl, classroom and library we supported in

2013. Our country teams upload data collected through ongoing monitoring and support visits into

a common web-based database. In the first quarter of the following year, each country’s Research,

Monitoring and Evaluation team leads a reflection process with our program staff to examine

trends and identify areas for program improvement. The team is responsible for documenting these

discussions and ensuring that they feed into the next programmatic annual planning cycle.

Acknowledgments

Many individuals contributed to this report. The report was produced by the Global Research,

Monitoring and Evaluation team led by Matthew Jukes. Peter Cooper led worldwide data collection

and analysis, and Ryan Hebert managed report development. Editorial feedback and programmatic

review were provided by Alisha Berger, Celia Bolam, Erin Ganju, Monica Griffith, Rebecca Hankin,

Cory Heyman, Emily Leys, Kristin McKennon, Kerri Thomsen, and Linda Tran. Emily Witt provided

database support, and Steve Cox provided marketing and communications support. Graphic design

was completed by Melanie Doherty Design.

Our worldwide Research, Monitoring & Evaluation team led in-country data collection, entry,

analysis, and reflection. The team consisted of Kala Ahikari, Md. Sarwar Basher, Theresa Chen,

Chantou Heng, Prakash Gus, Madoda Hlongwane, Mini Joshi, Victor Kabwe, Badruzzaman Khan,

Khanthanouphone Mixaykone, Neha Nagpal, Khanyisa Phaweni, Thinh Nguyen Quang, Vijay Sastry,

Mayank Sharma, Tonin Soeun, Viet Ta, Prashanta Thapa, Dileesh Varghese, Soulinthone Vilayphanh

and Jagath Wasantha.

Finally, we would like to offer a special thank you to our Literacy and Girls’ Education Program staff

around the world for providing us with the opportunity to report on their excellent work. We are

grateful to all of you.

Feedback?

We welcome your feedback on this report. Please e-mail your questions and comments to

[email protected] with “2013 Global Monitoring Report” in the subject line.



World Change Starts with Educated Children.®

www.roomtoread.org

room to read global monitoring report 2013

Documents

program results

program activities

literacy program

program components

global stakeholders

girls education program

global director of research

matthew jukes global