In May and June 2010, an early grade reading assessment (EGRA) was performed in eight regions in Ethiopia. The EGRA was a collaboration among the Ministry of Education (MOE), RTI International, members of the Education and Training Quality Assurance Agency (ETQAA), the Improving Quality in Primary Education Program (IQPEP), several core processes, and other stakeholders, and was a study of the reading skills in Ethiopia in a variety of areas. Due to the efforts of the MOE, and the generous funding of United States Agency for International Development (USAID)/Washington and USAID/Ethiopia, this EGRA study is the largest of almost 50 performed.1 The assessment was developed for 6 languages in Ethiopia, such that Grade 2 and Grade 3 students were assessed in Tigrinya, Afan Oromo, Amharic, Somali, Sidaamu Afoo, and Hararigna. The assessments included a variety of subtasks, including letter (or fidel) sound fluency, phonemic awareness, word naming fluency, unfamiliar word naming fluency, oral reading fluency, reading comprehension, and listening comprehension. The assessments were leveled according to the MOE’s Minimum Learning Competencies. The sampling included 338 schools and 13,079 students assessed by RTI and the IQPEP with the MOE. The purpose was to investigate the children’s reading skills in the context of the General Education Quality Improvement Program (GEQIP) and the rapidly changing primary school environment in Ethiopia. In addition to student literacy assessments, a family background questionnaire was administered to students, and head teacher and teacher questionnaires at the school level. School level and teacher level data were matched with student achievement data to determine how student background, the classroom environment, and community factors were correlated with student outcomes.
Ethiopia Training Quality Assurance Agency
USA. Agency for International Development
Literacy and reading
Studies of achievement