Impact Evaluation of Education Quality Improvement Programme in Tanzania: Endline Quantitative Technical Report, Volume II

Two or more types of pupil assessments conducted in the past 5 days

One type of pupil assessment conducted in the past 5 days

No types of pupil assessments conducted in the past 5 days

Reports individually on pupils' academic progress to their parents (% Standards 1-3 teachers)

Number of times teacher reported on pupils' academic progress in the last year (mean)

Number of times in 2017 HH received written info on pupils academic progress (mean)

Number of times in 2017 HH met with teacher to discuss pupils academic progress (mean)

The number of teachers of Standards 1-3 able to show marked examples of x number of assessments assigned during the last five days/all interviewed teachers of Standards 1-3, expressed as a percentage.

The number of teachers of Standards 1-3 who report that they report individually on their pupils' academic progress to their parents/all interviewed teachers of Standards 1-3, expressed as a percentage.

The average number of times teachers reported to parents on pupil’s academic progress in the last year, reported by teachers

Standards 1-3 teacher

Standards 1-3 teacher

The average number of times parents received written information from school about pupil’s academic progress in 2017 Standard 3 pupils

The average number of times parents met with a teacher to receive information about pupil’s academic progress in 2017 Standard 3 pupils

Have schools received EQUIP-T TLMs? (EQUIP-T input)

Received supplementary since baseline (% schools)

Received big books since baseline (% schools)

Received read aloud books since baseline (% schools)

Received teaching material/toolkits for Swahili literacy since baseline (% schools)

Received teaching material/toolkits for maths/numeracy since baseline (% schools)

The number of schools that received supplementary readers since baseline/all schools, expressed as a percentage.

The number of schools that received big books since baseline/all schools, expressed as a percentage.

The number of schools that received teacher read aloud books since baseline/all schools, expressed as a percentage.

The number of schools that received teaching material/toolkits for Swahili literacy since baseline /all schools, expressed as a percentage.

The number of schools that received teaching material/toolkits for maths/numeracy since baseline/all schools, expressed as a percentage.

Has the availability of TLMs in classrooms increased? (EQUIP-T output)

Kiswahili supplementary readers available in classroom (% Standard 2 Kiswahili lessons)

None

1 to 20

21 to 50

More than 50

Teaching and learning materials displayed on walls (% lessons)

Pupils had a pencil during lesson (mean % pupils in a lesson)

Pupils had a maths exercise book (mean % pupils in math lessons)

Pupils had a Kiswahili exercise book (mean % pupils in Kiswahili lessons)

Number of pupils per maths textbook in use (mean)

The number of observed Standard 2 Kiswahili lessons where none, 1 to 20, 21 to 50, and more than 50 Kiswahili supplementary readers are available in the classroom/all observed Kiswahili Standard 2 lessons in schools that received the readers, expressed as a percentage.

The number of observed Standard 2 lessons where TLMs were displayed on walls/all observed Standard 2 lesson, expressed as a percentage.

The average of the (number of pupils in observed Standard 2 lessons that had a pencil during the lesson/all pupils present during lessons, expressed as a percentage) across all lessons.

The average of the (number of pupils in observed Standard 2 maths lessons that had a maths exercise book during the lesson/all pupils present during maths lessons, expressed as a percentage) across all maths lessons.

The average of the (number of pupils in observed Standard 2 Kiswahili lessons that had a Kiswahili exercise book during the lesson/all pupils present during Kiswahili lessons, expressed as a percentage) across all Kiswahili lessons.

The average number of pupils per maths textbook being used in maths lessons

Schools

Schools

Schools

Schools

Schools

Standard 2 Kiswahili lessons observed

Standard 2 lessons observed

Standard 2 lessons observed

Standard 2 maths lessons observed

Standard 2 Kiswahili lessons observed

Standard 2 maths lessons observed