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Contents Executive Summary
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Baseline Results
4
Endline Results
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Student Achievement Gains Classroom Culture Curriculum Management by Head Teachers
Table of Contents I. Introduction
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A. School Selection B. Confirmation of Balance Between Treatment and Control Schools C. Pupil Sample: Counts and Background Characteristics D. Identifying the Best Sample Amidst Assessment Disruption
III. Baseline Results
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A. Pupil Assessment Instrument: EGRA / EGMA B. Baseline Pupil Performance Kindergarten Primary 2 Primary 5
IV. Baseline Study Conclusions
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V. Endline Results - Drivers of Learning
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The EGRA/EGMA Instrument Reducing the Number of Pupils Scoring Zero Higher Growth Across Subtasks Further Progress Toward Literacy More Than Two Times Higher Growth in Literacy and Numeracy Pupil Growth for Other Samples
VII. Predicting the Long-term Impact of EKOEXCEL
Embarking on EKOEXCEL Learning Quickly to Understand What is Working
II. Sample
VI. Endline Results - Literacy and Numeracy Outcomes
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A Cohort Reaching Proficiency on Passage Fluency a Year Earlier Growing More by Learning from Top Performers Accelerated Learning in Literacy and Numeracy
VIII. Endline Study Conclusions
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Appendix
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Sample School Management Survey Rubric Teach Rubric Time to Learn The Learning Environment Instructional Quality EGRA/EGMA Zero Score Reduction - Primary 2 Girls EGRA/EGMA Differential Attrition by Subtask EGRA/EGMA Differential Growth by Subtask EGRA/EGMA Regression Results - Primary 2 Girls Estimating Literacy and Numeracy - An IRT Approach Literacy Numeracy EGRA/EGMA Standardized Results - Primary 2 Girls
References
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Time on Task Results: More Time to Learn & Higher Engagement Learning Environment Results: A Better Classroom Culture Instructional Quality Results: No Clear Differences in the Classroom
The EKOEXCEL Effect
