Annex 8: Mapping of Baseline and Midline Learning Assessment Data

Table 26: Mapping of baseline and midline learning assessment data

Subtask available

Subtask unavailable

Subtask available but not included in analysis

Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study - Report Annexes

Tetra

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Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study - Report Annexes Tetra

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Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study - Report Annexes Tetra

Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study - Report Annexes

Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study - Report Annexes

Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study - Report Annexes

Notes:

(1) Avanti submitted a monitoring dataset at midline, which is “not consistent with the standard reporting requirements for a GEC midline evaluation”. Therefore, the midline data will be excluded from the analysis of changes between baseline and midline learning levels and from the creation of the unique midline dataset.

(2) The ChildHope baseline dataset was deemed not reliable and not comparable with the midline dataset.

(3) Amharic & Afan Oromo assessment subtask

(4) English assessment subtask

(5) Kinyarwanda assessment subtask

(6) Somali assessment subtask

(7) The corresponding subtask score variables are missing from the OPM unique baseline dataset but can be recreated using the BL-ML merged dataset submitted at the midline.

(8) ICL baseline data was not included in the OPM unique baseline dataset because it was submitted late. The raw baseline learning data (which only includes recontacted girls between baseline and midline) has therefore been processed and integrated into the OPM unique baseline dataset to be included in our analysis.

(9) The corresponding subtask score variables are missing from the OPM unique baseline dataset but can be recreated using the BL-ML merged dataset submitted at midline.

(10) The baseline data of these two projects was deemed inconclusive. The OPM unique baseline dataset includes EGRA and EGMA variables from both projects. Because Opportunity data was deemed invalid, it will not be included in the analysis. Plan International baseline data was reviewed, and multiple inconsistencies have been noted (see points 11, 12 and 13 below). For this reason, and in addition to doubts raised by the project's external evaluator about data validity, Plan baseline data will not be included in our analysis.

(11) These subtasks were only given to girls in treatment areas.

(12) The baseline raw and OPM data only includes the number of words read correctly but no time variable has been recorded, which makes it impossible to calculate a word-per-minute score.

(13) Included as part of the SeGMA test but will be considered an EGMA subtask in our analysis for the sake of consistency with other projects.

(14) The oral reading fluency subtask was included in the baseline learning assessment, but no relevant subtask score could be found in the raw data and no corresponding variable was included in the OPM unique baseline dataset.

(15) Subtask was dropped at midline hence is only available at baseline.

Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study - Report Annexes