باسحلا ُمهفَأو باتكلا ُأرقَأ · 2018-04-06 · the MoE (CISLE, ERSP) on a national scale • The 5-year goal of RAMP is that: By 2019, the majority of early

أَقرأُ الكتاب وأَفهُم الحسابُمبادرة القراءة والحساب للصفوف المبكرة

Jordan RAMP initiative midline survey

Aarnout Brombacher,

Senior Education Program Specialist, RTI International, [email protected]

2012 National Survey (156 schools)

2013/2014 Intervention Pilot & National Survey

(42 treatment and 110 control schools)

2014/2015 Remedial Pilot

2015 – 2019 Early Grade Reading and Mathematics

Initiative (RAMP)

2

Background to RAMP

• A national EGRA/EGMA survey was conducted at the end of

the 2013–2014 academic year (in May 2014) to measure the

impact of the Intervention Pilot Research Activity.

• Since RAMP is regarded, fundamentally, an

extension/expansion of that activity, the MoE and USAID, felt

that conducting a national baseline study for RAMP at the

start of the initiative in 2015 was not necessary and that

instead the performance of the students in the control group

of the 2014 National Survey would be used to establish the

baseline values for RAMP.

This decision together with the cohort based approach to

implementation has created severe limitations on the

conclusions that can be drawn with regard to the impact of

RAMP 18 months after the start of the in-service training.

Background to RAMP

Background to RAMP

• The 2012 & 2014 National Literacy and Numeracy Surveys clearly

demonstrated that the majority of Jordanian children in the early grades

are not reading with comprehension or doing mathematics with

understanding (application and reasoning).

Reading

18%Mathematics

14%4

Background to RAMP: Reading

• In the case of reading, the surveys found that children were not

developing key foundational literacy skills largely because teachers had

not been specifically trained in teaching early grade reading using an

approach that develops phonemic awareness and provides deliberate

instruction focused on phonics, fluency, vocabulary, and comprehension.

• Early grade reading instruction in Jordan also does not take into account

the important role that reading aloud to children (both at school and at

home) plays.

5

21%

49%

21%

27%

15%

28%

45%

20%22%

8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Letter Sounds Invented words Oral ReadingFluency

ReadingComprehension

ListeningComprehension

Per

cen

t of

Stu

den

ts

EGRA zero scores by grade

Grade 2

Grade 3

6

Background to RAMP: Reading (2012 Survey)

Background to RAMP: mathematics

• In terms of mathematics, children’s underperformance on the surveys is

explained by the fact that children memorize mathematical facts, rules,

and formulas without understanding.

• In general, early grade mathematics teachers also have low self-

confidence with respect to doing mathematics and lack skills in teaching

early grade mathematics with a focus on understanding, application, and

reasoning.

7

Background to RAMP: Mathematics (2012 Survey)

8

Num IDQuantDisc

MissNum

Add L1 Add L2 Subt L1 Subt L2WordProb

Grade 2 1% 4% 6% 13% 24% 18% 48% 34%

Grade 3 1% 3% 5% 11% 18% 15% 36% 22%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Per

cen

tage

of s

tud

ents

EGMA: Percentage of zero scores by grade

Background to RAMP: mathematics

Background to RAMP: curriculum

• The 2012 classroom observations revealed that daily lesson content

was informed by the page in the textbook for the day. Teachers were

teaching according to a schedule that determined what would be taught

on each day with little regard for whether or not the children were

developmentally ready for the lesson content.

• An analysis of the curriculum in use in 2012, revealed that:

– Despite grade 3 children not performing well on the letter-sounds reading task, this

skill was not being addressed in the curriculum after grade 1.

– In mathematics, the curriculum in grade 2 required students to add and subtract three-

and four-digit numbers and yet one-half of the grade 2 students in the survey could

not correctly subtract 3 from 19.

• The 2012 National Survey revealed that students were not getting

sufficient instruction in foundational reading and mathematics skills—in

foundational skills that research indicates are predictive of future

success in reading and mathematics—with little hope of having this

insufficiency addressed by their teachers or the curriculum that was in

use in 2012. 9

RAMP

• The Early Grade Reading and Mathematics Initiative

(RAMP) is an activity of the Jordanian MoE

• RAMP will apply the methodologies researched in the

intervention pilot, the remedial pilot and other activities of

the MoE (CISLE, ERSP) on a national scale

• The 5-year goal of RAMP is that:

By 2019, the majority of early grade students in Jordanian

public schools will be reading with comprehension and doing

mathematics with understanding

10

Background to RAMP

• RAMP is a five year nationwide initiative of the Ministry of

Education designed to improve the reading and mathematics

skills of students in Kindergarten 2 through G3.

• The initiative:

1. Has developed and distributed improved learning materials to

every K2–G3 classroom in Jordan;

2. Is training teachers, principals, supervisors, and field

directorate and MoE administrators to provide more effective

research-based reading and mathematics instruction;

3. Promotes community participation in reading and

mathematics education; and

4. Supports nationwide adoption of early grade reading and

mathematics policies, standards, curricula, and assessments.11

Background to RAMP: reading

• The Simple View of Reading (Gough and Tunmer, 1986):

• Decoding = fast and accurate reading of familiar and unfamiliar words in

both lists and connected text

• Language comprehension = the ability to derive meaning from spoken

words when they are part of sentences or other discourse

• Reading comprehension = the ability to derive meaning from written

words

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Reading

comprehension= Decoding ×

Language

comprehension

It is possible to have strong language comprehension

and still be a poor reader if there is difficulty with

decoding.

Cohort Schools Teachers Students

Cohort 1KG2 – Grade 2

623 (25%)2,651

(27%) 90,349 (27%)Grade 3 1,067


1,087 (44%)4,509

(48%) 171,531 (51%)Grade 3 1,942


749 (30%)2,458

(25%) 71,388 (21%)Grade 3 960

RAMP implementation

RAMP midline survey

• To measure both the impact of the RAMP Initiative so far and the

progress toward the RAMP indicator targets a midline study was

conducted at the end of the 2016–2017 academic year in May 2017.

• Instruments

– Reading: Early Grade Reading Assessment (EGRA)

– Mathematics: Early Grade Mathematics Assessment (EGMA)

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RAMP midline survey - sampleC

oh

ort

Re

gio

n

Go

vern

ora

te Students

Te

ac

he

rs

Sc

ho

ols

G2 G3

To

tal

Sy

ria

n

Fe

male

Ma

le

Fe

male

Ma

le

1 North Ajloun 101 106 99 94 400 27 40 20

1 North Jerash 100 98 106 95 399 29 39 20

1 Central Zarqa 121 79 117 82 399 40 39 20

1 South Karak 100 103 104 91 398 14 40 20

2 North Irbid 107 93 126 74 400 35 40 20

2 Central Amman 106 84 130 80 400 61 39 20

2 South Tafilah 114 85 106 94 399 3 40 20

2 South Aqaba 107 63 126 103 399 8 37 20

3 North Mafraq 90 103 82 122 397 80 38 20

3 Central Balqa 109 90 121 80 400 6 40 20

3 Central Madaba 105 102 106 83 396 29 40 20

3 South Ma’an 100 104 105 73 382 8 40 20

Total 1,260 1,110 1,328 1,071

4,769 340 472 240 2,370 2,399

Co

ho

rt

Re

gio

n

Go

vern

ora

te Students

Te

ac

he

rs

Sc

ho

ols

G2 G3

To

tal

Sy

ria

n

Fe

male

Ma

le

Fe

male

Ma

le

1 North Ajloun 101 106 99 94 400 27 40 20

1 North Jerash 100 98 106 95 399 29 39 20

1 Central Zarqa 121 79 117 82 399 40 39 20

1 South Karak 100 103 104 91 398 14 40 20

2 North Irbid 107 93 126 74 400 35 40 20

2 Central Amman 106 84 130 80 400 61 39 20

2 South Tafilah 114 85 106 94 399 3 40 20

2 South Aqaba 107 63 126 103 399 8 37 20

3 North Mafraq 90 103 82 122 397 80 38 20

3 Central Balqa 109 90 121 80 400 6 40 20

3 Central Madaba 105 102 106 83 396 29 40 20

3 South Ma’an 100 104 105 73 382 8 40 20

Total 1,260 1,110 1,328 1,071

4,769 340 472 240 2,370 2,399

RAMP midline survey - sample

The 2017 sample of 4,800 students allows for the

calculation of point estimates at national, grade,

gender and governorate level.

The 2014 sample of 2,153 students only allows for

the calculation of point estimates at national, grade

and gender level.

RAMP midline survey – sample

17Grade 2 students Grade 3 students

RAMP midline survey – sample

18Grade 2 students Grade 3 students

79% of the Grade 2 students in the midline survey

have been exposed to RAMP methodologies for

between 2 and 3 semesters

27% of the Grade 3 students in the midline survey

have been exposed to RAMP methodologies for at

most 3 semesters


RAMP midline survey: findings

On balance, the RAMP midline survey provides strong

evidence that the RAMP initiative is making a positive impact,

which if supported and sustained will, in the years to come,

help Jordan achieve the early grade reading and mathematics

outcomes that are critical for nation building.

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RAMP midline survey findings: reading

Subtask Measure 2014 2017

Letter sound

fluency (correct letters per min.) 37.0 47.9 *** ✓

% correct of items attempted 64.9% 76.1% *** ✓

% of students with zero scores 21.2% 7.3% *** ✓



Letter sound




Syllable sound

fluency (correct syllables per min.) 25.2 31.7 *** ✓





Letter sound




Syllable sound




Invented words

fluency (correct words per min.) 8.9 12.2 *** ✓





Letter sound




Syllable sound




Invented words




Oral reading

oral reading fluency (ORF) 26.6 26.4

% correct of items attempted 63.7% 60.4%

% of students with zero scores 9.1% 10.4%



Letter sound




Syllable sound




Invented words




Oral reading




Reading comprehension

% correct of items attempted 45.3% 49.8% ✓

% correct 33.8% 36.9% ✓

% of students with 80% comp. 17.9% 21.3% ✓

% of students with zero scores 34.1% 30.5% ✓



Letter sound




Syllable sound




Invented words




Oral reading





% correct of items attempted 45.3% 49.8% ✓

% correct 33.8% 36.9% ✓

% of students with 80% comp. 17.9% 21.3% ✓

% of students with zero scores 34.1% 30.5% ✓

There is a statistically significant improvement in

performance on the foundational skills for

reading. Reading with comprehension is a

function of performance on foundational skills.


Subtask MeasureGrade 2 Grade 3

2014 2017 2014 2017

Letter sound fluency 38.2 47.3 35.7 48.6

Syllable sound fluency 22.1 29.8 28.7 33.8

Invented words

fluency 7.1 10.8 10.9 13.7

% correct 34.5% 48.2% 44.9% 50.4%

Oral reading

oral reading fluency (ORF) 19.1 21.4 35.0 31.7

% correct 56.7% 56.2% 71.6% 64.7


% of students with 80% comp.

7.9% 11.4% 29.0% 31.5%



2014 2017 2014 2017

Letter sound fluency 38.2 47.3 35.7 48.6

Syllable sound fluency 22.1 29.8 28.7 33.8

Invented words

fluency 7.1 10.8 10.9 13.7

% correct 34.5% 48.2% 44.9% 50.4%

Oral reading

oral reading fluency (ORF) 19.1 21.4 35.0 31.7

% correct 56.7% 56.2% 71.6% 64.7


% of students with 80% comp.

7.9% 11.4% 29.0% 31.5%

On the foundational reading skills the 2017

Grade 2 students are performing at the same

level that the Grade 3 students did in 2014.

RAMP midline survey findings: mathematics


Number Identificationfluency (correct items per min.) 31.8 36.8 *** ✓






Quantity Comparison % correct 78.9% 83.7% *** ✓






Addition L1 fluency (correct items per min.) 11.9 12.5 =

Subtraction L1 fluency (correct items per min.) 9.5 10.0 =

Addition and Subtraction L1 % correct 84.0% 86.0% =









Addition and Subtraction L2% correct 41.9% 46.8% ** ✓












Missing Number% correct 60.3% 64.5% * ✓

% of students with zero scores 3.1% 1.7% * ✓











Missing Number% correct 60.3% 64.5% * ✓

% of students with zero scores 3.1% 1.7% * ✓

There is a statistically significant improvement in

performance on the more conceptual

mathematics tasks i.e. doing mathematics with

understanding.



2014 2017 2014 2017

Addition and Subtraction L1 % correct 82.6% 85.0% 85.5% 87.0%


Missing Number % correct 54.3% 60.2% 66.9% 68.9%



2014 2017 2014 2017



Missing Number % correct 54.3% 60.2% 66.9% 68.9%

On the conceptual mathematics tasks the 2017

Grade 2 students are approaching the

performance levels of the 2014 Grade 3

students.

RAMP indicators

Proportion of learners who, by the end

of two grades of primary schooling,

demonstrate reading fluency and

comprehension of grade-level text.

Proportion of students who, by the end


demonstrate that they can do grade-

level mathematics with understanding.

RAMP indicators









RAMP indicators









RAMP indicators









RAMP indicators

Proportion of learners who, by the end of two grades of primary schooling,

demonstrate reading fluency and comprehension of grade-level text.

RAMP indicators

Proportion of students who, by the end of two grades of primary schooling,

demonstrate that they can do grade-level mathematics with understanding.


RAMP midline survey: discussion


• For reading there is a statistically significant improvement in

performance on all of the foundational skills for reading.

This is encouraging as reading with comprehension is a

function of performance on foundational skills.

– For comprehension there is a statistically significant

narrowing of the gender performance gap!

• For mathematics there is a statistically significant

improvement in performance on the more conceptual

mathematics tasks i.e. doing mathematics with

understanding.

44


• On the foundational reading skills the 2017 Grade 2

students are performing at the same level that the Grade 3

students did in 2014.

• On the conceptual mathematics tasks the 2017 Grade 2

students are approaching the performance levels of the

2014 Grade 3 students.

45


• The impact of RAMP is not yet being felt at a statistically

significant level in the Grade 3 performance.

46


• The RAMP midline survey has generated Governorate level

performance data for both EGRA and EGMA. This is the first

time that this level of data exists in Jordan.

• This data provides the MoE with the data needed to make

decisions about the effective deployment of scarce

resources.

47

On balance, the RAMP midline survey provides powerful

evidence that the RAMP initiative is making a positive impact,

which if supported and sustained will, in the years to come,

help Jordan achieve the early grade reading and mathematics

outcomes that are critical for nation building.

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Documents

باسحلا ُمهفَأو باتكلا ُأرقَأ · 2018-04-06 · the MoE (CISLE, ERSP) on a national scale • The 5-year goal of RAMP is that: By 2019, the majority of early