Community-Wide Support for Primary Students to Improve Basic Reading and Math Learning: Empirical Evidence from Madagascar

Abstract

The learning crisis in sub-Saharan Africa is alarming. More than 80 percent of primary school-age children are not mastering the basics of reading and math. A package of interventions that uses information on students’ learning to establish collaboration among parents, teachers, and community members to address the learning crisis was developed in Madagascar. The package integrated an effective teaching approach, “Teaching at the Right Level.” This study investigated the effectiveness of the package using a randomized controlled trial. The package increased voluntary contributions from parents and community members and realized extra-curricular remedial activities for three to four months. The package also improved basic reading and math learning. Grade 3 students who could read a paragraph or story increased by 25 percent points. Math learning for grade 3 students improved by 0.56 standard deviations. Furthermore, student dropouts reduced. The results demonstrate the power of community-wide support for children in education.

Keywords: Educational development; Reading and math learning; School management; Community engagement; Sub-Saharan Africa

JEL Classification: I28, O15