Community Mobilization:
Support for the Implementation of a
Complementary Reading Program
Misty SailorsThe University of Texas at San Antonio
James V. HoffmanThe University of Texas at Austin
P. David PearsonUniversity of California - Berkeley
Madalo Samati Center for Creative Community Mobilization
Poster presented at the annual meeting of the Literacy Research Association, Dallas, Texas
To explore the role of the community in the implementation of a large-scale, complementary reading program.
Purpose of study
Read MalawiAssist the Ministry of Education, Science and Technology in addressing one of its priorities– to instill a culture of reading into its public schools
Designed, developed and printed over 5,200,000 books and teacher’s guides
• Implemented in over 1,200 educational sites
• Reached 8,000 teachers and 700,000 young children
Research Questions• What seem to be the most prevalent ways that communities in
Malawi mobilize around their schools during a reading intervention?
• Are teachers’ attitudes and perceptions of their community associated with implementation levels of community mobilization?
• Are head teachers’ attitudes and perceptions of their community associated with implementation levels of community mobilization?
• What specific aspects of community mobilization can be attributed to the improvement in instructional reading practices of classroom teachers?
• What impact does community mobilization have on the improvement of reading achievement of learners in grades 1, 2 and 3 in those communities?
South Africa
Namibia Botswana
Zimbabwe
Mozambique
Madagascar
MalawiZambia
Angola
Tanzania
DemocraticRepublic of
Congo
KenyaUganda
Burundi
Rwanda
Gabon
Rep. of Congo
SomaliaEthiopia
Sudan
Central AfricanRepublic
Cameroon
Nigeria
ChadNiger
EgyptLibya
Algeria
TunisiaMorocco
WesternSahara
MauritaniaMali
BurkinaFaso
Côte D'IvoireLiberia
Sierra Leone
Guinea-Bissau
Guinea
The GambiaSenegal
Malawi
Primary education (infant phase)• Entry age = 6 years• Grades 1-3• National primary
curriculum• Core textbooks
• Large class sizes (80:1)• Lack of resources• Free, but not compulsory
Challenges!
Community participation
(Rose, 2003)
• Genuine participation is voluntary and spontaneous.
• Pseudo-participation is (at best) a consultative process. The community is kept informed of <school> developments and are expected to accept decisions that have already been made (“sold” and “told”).
Participation:
Implies the ability to take part in the governance and decision making processes <of a school>.
All members have “equal power to determine the outcome of decisions and share in a joint activity” (p. 47).
Objective of partnership with CRECCOM
• Strengthen community involvement and participation towards promotion of a reading culture
• Served 52 schools• Reached over 393,000 community members• Created over 1,700 Community-based Reading Centers
(served over 72,000 young children)
Methods
• Data sources:– Community mobilization implementation rubric– Teacher questionnaire– Head Teacher questionnaire– Student assessment
What seem to be the most prevalent ways that communities in Malawi mobilize around their schools during a reading intervention?
• Theater for Development
• Change Agent Training• Mother Groups• Reading Centers• Volunteer Readers• School Tracking Initiative• Role Models
Community Based Interventions: Open Days
• Celebratory• Accountability• Competitions
Success Stories: Taking it and Running with It!
• Open Day Celebrations• Adult Literacy Centers• Bookshelves
Are teachers’ attitudes and perceptions of their community associated with implementation levels of community mobilization?
• Survey questions:– (#43) There is a strong culture of reading in the
community in which I teach.– (#44) Parents in my community support their
children in reading at home. – (#45) Parents of children in this school read often
and widely.– (Collapsed variable: Community)-- Row means of
reading_culture, homesupport, and parentsread
Table 1: reading culture
survey question: (#43) There is a strong culture of reading in the community in which I teach.
1. Strongly Disagree, 2. Disagree, 3. Agree, 4. Strongly Agree
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP
FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
2.Reading Culture 0.05 0.05 -0.03 0.08 -0.12 -0.12(0.13) (0.12) (0.10) (0.15) (0.18) (0.18)
3.Reading Culture -0.05 0.10 -0.06 0.09 -0.11 -0.11(0.12) (0.12) (0.10) (0.16) (0.17) (0.17)
4.Reading Culture 0.06 0.21 0.11 0.41* 0.06 0.06(0.15) (0.14) (0.13) (0.19) (0.19) (0.19)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00(.) (.) (.) (.) (.) (.)
2.standard -0.04 -0.04 -0.01 -0.00 -0.05 -0.05(0.10) (0.08) (0.09) (0.12) (0.11) (0.11)
3.standard -0.08 -0.04 0.03 -0.07 -0.02 -0.02(0.10) (0.08) (0.09) (0.12) (0.12) (0.12)
Constant 0.70*** 0.70*** 0.61*** 0.84*** 0.96*** 0.96***(0.12) (0.11) (0.10) (0.15) (0.16) (0.16)
Observations 138 136 138 136 133 133R-squared 0.015 0.022 0.016 0.038 0.015 0.015
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
1b.Home support
survey question: (#44) Parents in my community support their children in reading at home.
1. Strongly Disagree, 2. Disagree, 3. Agree, 4. Strongly Agree
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP
FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
2.Home support -0.15 -0.15 -0.07 -0.09 -0.18 -0.18
(0.16) (0.13) (0.13) (0.15) (0.19) (0.19)
3.Home support -0.28* -0.17 -0.12 -0.10 -0.02 -0.02
(0.14) (0.13) (0.12) (0.14) (0.17) (0.17)
4.Home support -0.12 0.02 0.09 0.21 0.06 0.06
(0.17) (0.14) (0.14) (0.20) (0.20) (0.20)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00
(.) (.) (.) (.) (.) (.)
2.standard -0.04 -0.04 -0.00 -0.00 -0.05 -0.05
(0.10) (0.08) (0.09) (0.12) (0.11) (0.11)
3.standard -0.07 -0.02 0.04 -0.01 -0.01 -0.01
(0.10) (0.08) (0.09) (0.13) (0.12) (0.12)
Constant 0.91*** 0.91*** 0.66*** 1.01*** 0.93*** 0.93***
(0.14) (0.13) (0.12) (0.15) (0.17) (0.17)
Observations 139 137 139 137 134 134
R-squared 0.040 0.033 0.028 0.027 0.022 0.022
Standard errors in parentheses
="* p<0.05 ** p<0.01 *** p<0.001"
1b.Parents Read
survey question: (#45) Parents of children in this school read often and widely.
1. Strongly Disagree, 2. Disagree, 3. Agree, 4. Strongly Agree
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP
FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
2.Parents Read 0.13 0.05 0.09 0.18 -0.06 -0.06
(0.15) (0.12) (0.10) (0.14) (0.16) (0.16)
3.Parents Read -0.01 -0.04 -0.03 0.05 -0.12 -0.12
(0.15) (0.12) (0.10) (0.15) (0.17) (0.17)
4.Parents Read -0.03 0.18 0.13 0.18 0.18 0.18
(0.23) (0.18) (0.18) (0.27) (0.17) (0.17)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00
(.) (.) (.) (.) (.) (.)
2.standard -0.06 -0.08 -0.04 -0.04 -0.08 -0.08
(0.10) (0.08) (0.09) (0.12) (0.12) (0.12)
3.standard -0.08 -0.05 0.01 -0.07 -0.03 -0.03
(0.10) (0.08) (0.09) (0.12) (0.12) (0.12)
Constant 0.66*** 0.78*** 0.57*** 0.86*** 0.96*** 0.96***
(0.14) (0.12) (0.10) (0.14) (0.16) (0.16)
Observations 139 137 139 137 134 134
R-squared 0.026 0.024 0.021 0.014 0.014 0.014
Standard errors in parentheses
="* p<0.05 ** p<0.01 *** p<0.001"
COMMUNITYRow means of reading_culture, homesupport, and parentsread
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP
FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
"COMMUNITY" -0.06 0.03 0.00 0.08 0.04 0.04(0.06) (0.05) (0.05) (0.07) (0.07) (0.07)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00(.) (.) (.) (.) (.) (.)
2.standard -0.05 -0.04 -0.01 0.00 -0.05 -0.05(0.10) (0.08) (0.09) (0.12) (0.11) (0.11)
3.standard -0.07 -0.03 0.03 -0.03 -0.02 -0.02(0.10) (0.08) (0.09) (0.12) (0.12) (0.12)
Constant 0.85*** 0.70*** 0.58*** 0.76*** 0.78*** 0.78***(0.17) (0.15) (0.15) (0.20) (0.19) (0.19)
Observations 139 137 139 137 134 134R-squared 0.010 0.005 0.001 0.008 0.003 0.003
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
Are head teachers’ attitudes and perceptions of their community associated with implementation levels of community mobilization?
• Survey questions:– Estimate the highest level of education completed
by most adult members of the community– Area of need: Involving the community in
supporting the school…– To what extent is lack of cooperation from the
community a problem in your school?– Area of need: Motivating teachers– Area of need: using locally available materials to
support learning
Table 3: community education
Survey question: Estimate the highest level of education completed by most adult members of the community
1. completed secondary or higher, 2. completed primary, 3. attended some primary school but did not completed, 4. did not attend primary school at all
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP
FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
2.community education level 0.22 0.21 -0.10 0.54 0.58 0.58(0.36) (0.25) (0.29) (0.37) (0.29) (0.29)
3.community education level 0.39 0.48* 0.15 0.52 0.53* 0.53*(0.31) (0.22) (0.25) (0.32) (0.25) (0.25)
Constant 0.34 0.36 0.51* 0.38 0.25 0.25(0.28) (0.20) (0.23) (0.29) (0.23) (0.23)
Observations 29 29 28 29 28 28R-squared 0.062 0.188 0.057 0.099 0.164 0.164
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
Table 4: need community support
area of need: Involving the community in supporting the school:
1. No help needed, 2. Some help needed, 3. Most help needed
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP
FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
2.community needs support -0.29 -0.19 0.07 -0.17 -0.15 -0.15(0.39) (0.29) (0.32) (0.41) (0.34) (0.34)
3.community needs support -0.04 0.04 0.03 -0.03 -0.03 -0.03(0.32) (0.24) (0.26) (0.34) (0.28) (0.28)
Constant 0.70* 0.72** 0.54* 0.88** 0.75** 0.75**(0.29) (0.22) (0.24) (0.31) (0.25) (0.25)
Observations 28 28 27 28 27 27R-squared 0.031 0.040 0.002 0.010 0.011 0.011
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
Table X: lack cooperation
To what extent is lack of co-operation from the community a problem in your school?
1. Not a problem, 2. A minor problem, 3. A major problem
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
1b.lack_cooperation 0.00 0.00 0.00 0.00 0.00 0.00(.) (.) (.) (.) (.) (.)
2.lack_cooperation 0.13 0.03 -0.02 0.18 0.10 -0.15(0.22) (0.16) (0.18) (0.23) (0.22) (0.19)
Constant 0.55** 0.73*** 0.61*** 0.73*** 0.73*** 0.80***(0.17) (0.13) (0.14) (0.18) (0.17) (0.15)
Observations 28 28 27 28 28 27R-squared 0.014 0.002 0.001 0.024 0.007 0.024
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
Table X: teachers need motivation
area of need: Motivating teachers:
1. No help needed, 2. Some help needed, 3. Most help needed
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
1b.need_motivation_teachers 0.00 0.00 0.00 0.00 0.00 0.00(.) (.) (.) (.) (.) (.)
2.need_motivation_teachers 0.33 -0.03 -0.29 -0.20 -0.20 -0.20(0.62) (0.48) (0.51) (0.67) (0.63) (0.54)
3.need_motivation_teachers 0.51 -0.16 -0.10 -0.17 -0.22 -0.32(0.58) (0.44) (0.47) (0.62) (0.59) (0.50)
Constant 0.18 0.86 0.71 1.00 1.00 1.00(0.57) (0.43) (0.46) (0.61) (0.58) (0.49)
Observations 29 29 28 29 29 28R-squared 0.040 0.017 0.028 0.003 0.005 0.023
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
Table X: materials are needed
area of need: using locally available materials to support learning:
1. No help needed, 2. Some help needed, 3. Most help needed
(1) (2) (3) (4) (5) (6)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION
FUNCTIONALITY OF MOTHER GROUP FUNCTIONALITY OF SMC/PTA
FUNCTIONALITY OF VILLAGE HEAD
1b.need_materials 0.00 0.00 0.00 0.00 0.00 0.00(.) (.) (.) (.) (.) (.)
2.need_materials -0.30 0.17 0.12 -0.35 -0.02 0.17(0.26) (0.21) (0.23) (0.29) (0.28) (0.24)
3.need_materials 0.15 0.10 0.24 -0.23 0.18 0.13(0.30) (0.25) (0.27) (0.33) (0.32) (0.28)
Constant 0.79** 0.61** 0.48* 1.08*** 0.75** 0.58**(0.22) (0.18) (0.19) (0.24) (0.24) (0.20)
Observations 28 28 27 28 28 27R-squared 0.131 0.024 0.031 0.055 0.022 0.019
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
What specific aspects of community mobilization can be attributed to the improvement in instructional reading practices of classroom teachers?
• OBJECTIVE 1: improve literacy achievement of girls improved
• OBJECTIVE 2: community mobilized towards successful implementation in schools
• OBJECTIVE 3: schools strengthened through community mobilization
• Functionality of mother group• Functionality of SMC/PTA• Functionality of village head
(1) (2) (3) (4) (5) (6) (7)
EYES_posttest HANDS_posttest WRITING_posttest DISPOSITIONAL_posttest TEXT_VARIETY_posttest CURRICULAR_posttest ACTIVE_TEACHING_posttest
EYES_1pretest -0.18(0.13)
IMPROVE LITERACY ACHIEVEMENT OF GIRLS 1.06 8.82 -1.56 -0.04 0.20 0.29 -0.07
(6.25) (7.14) (4.34) (0.21) (0.22) (0.20) (0.36)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00 0.00(.) (.) (.) (.) (.) (.) (.)
2.standard 10.60 -3.40 -0.21 0.14 0.16 0.04 0.54*(9.83) (10.61) (6.11) (0.18) (0.24) (0.20) (0.26)
3.standard 15.49 7.57 -0.24 0.06 -0.05 0.24 0.20(10.68) (12.86) (5.67) (0.18) (0.19) (0.19) (0.37)
HANDS_1pretest -0.10(0.19)
WRITING_1pretest -0.03(0.14)
DISPOSITIONAL_1pretest 0.01(0.14)
TEXT_VARIETY_1pretest -0.03(0.14)
CURRICULAR_1pretest 0.07(0.19)
ACTIVE_TEACHING_1pretest -0.06(0.16)
Constant 80.37*** 39.87*** 8.18 3.14*** 2.35*** 2.45** -0.28(7.64) (7.14) (4.96) (0.50) (0.40) (0.67) (0.35)
Observations 46 46 46 46 46 46 46
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
(1) (2) (3) (4) (5) (6) (7)
EYES_posttest HANDS_posttest WRITING_posttest DISPOSITIONAL_posttest TEXT_VARIETY_posttest CURRICULAR_posttest ACTIVE_TEACHING_posttest
EYES_1pretest -0.18(0.14)
COMMUNITY MOBILISED TOWARDS SUCCESSFUL IMPLEMENTATION IN SCHOOLS 5.96 7.74 0.73 0.25 0.36 0.56 0.70
(12.06) (12.33) (5.73) (0.33) (0.32) (0.39) (0.65)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00 0.00(.) (.) (.) (.) (.) (.) (.)
2.standard 9.98 -1.93 -0.87 0.09 0.19 0.05 0.41(10.13) (10.56) (5.98) (0.16) (0.22) (0.18) (0.26)
3.standard 14.98 8.32 -0.59 0.03 -0.06 0.22 0.12(11.22) (13.51) (5.61) (0.19) (0.18) (0.20) (0.37)
HANDS_1pretest -0.11(0.19)
WRITING_1pretest -0.02(0.13)
DISPOSITIONAL_1pretest 0.02(0.13)
TEXT_VARIETY_1pretest -0.08(0.14)
CURRICULAR_1pretest 0.04(0.17)
ACTIVE_TEACHING_1pretest -0.04(0.15)
Constant 76.44*** 37.99** 6.94 2.90*** 2.29*** 2.25** -0.80(10.13) (10.11) (5.51) (0.49) (0.41) (0.63) (0.59)
Observations 46 46 46 46 46 46 46
Standard errors in parentheses="* p<0.05 ** p<0.01 *** p<0.001"
EYES_posttest HANDS_posttest WRITING_posttest DISPOSITIONAL_posttest TEXT_VARIETY_posttest CURRICULAR_posttest ACTIVE_TEACHING_posttest
EYES_1pretest -0.18
(0.14)
SCHOOLS STRENGTHENED THROUGH COMMUNITY MOBILISATION 0.71 -7.03 4.02 0.29* 0.08 0.31* 0.63
(8.42) (6.67) (8.37) (0.13) (0.21) (0.15) (0.46)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00 0.00
(.) (.) (.) (.) (.) (.) (.)
2.standard 10.98 -1.35 -0.88 0.14 0.23 0.13 0.51
(10.51) (10.27) (6.04) (0.15) (0.22) (0.19) (0.27)
3.standard 15.59 9.70 -1.26 0.02 -0.03 0.23 0.11
(11.33) (13.17) (5.07) (0.18) (0.19) (0.20) (0.36)
HANDS_1pretest -0.10
(0.20)
WRITING_1pretest 0.00
(0.11)
DISPOSITIONAL_1pretest 0.08
(0.12)
TEXT_VARIETY_1pretest -0.04
(0.14)
CURRICULAR_1pretest 0.13
(0.18)
ACTIVE_TEACHING_1pretest 0.03
(0.15)
Constant 80.36*** 48.00*** 4.60 2.72*** 2.40*** 2.21** -0.68
(8.50) (8.12) (7.08) (0.41) (0.42) (0.63) (0.40)
Observations 46 46 46 46 46 46 46
Standard errors in parentheses
="* p<0.05 ** p<0.01 *** p<0.001"
EYES_posttest HANDS_posttest WRITING_posttest DISPOSITIONAL_posttest TEXT_VARIETY_posttest CURRICULAR_posttest ACTIVE_TEACHING_posttest
EYES_1pretest -0.18
(0.14)
FUNCTIONALITY OF MOTHER GROUP 1.67 -1.83 2.65 0.09 0.28 0.32 0.27
(5.97) (6.62) (3.86) (0.16) (0.16) (0.16) (0.32)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00 0.00
(.) (.) (.) (.) (.) (.) (.)
2.standard 10.36 -0.10 -2.14 0.09 0.12 0.00 0.41
(9.93) (10.51) (5.88) (0.18) (0.22) (0.19) (0.28)
3.standard 15.34 9.63 -1.37 0.04 -0.08 0.20 0.13
(10.95) (13.19) (5.03) (0.19) (0.18) (0.20) (0.38)
HANDS_1pretest -0.12
(0.20)
WRITING_1pretest 0.01
(0.14)
DISPOSITIONAL_1pretest 0.04
(0.14)
TEXT_VARIETY_1pretest -0.04
(0.13)
CURRICULAR_1pretest 0.09
(0.19)
ACTIVE_TEACHING_1pretest -0.03
(0.14)
Constant 79.52*** 45.11*** 5.09 2.96*** 2.23*** 2.27** -0.50
(8.17) (8.59) (6.12) (0.53) (0.37) (0.66) (0.41)
Observations 46 46 46 46 46 46 46
Standard errors in parentheses
="* p<0.05 ** p<0.01 *** p<0.001"
(1) (2) (3) (4) (5) (6) (7)
FUNCTIONALITY OF SMC/PTA EYES_posttest HANDS_posttest WRITING_posttest DISPOSITIONAL_posttest TEXT_VARIETY_posttest CURRICULAR_posttest ACTIVE_TEACHING_posttest
EYES_posttest HANDS_posttest WRITING_posttest DISPOSITIONAL_posttest TEXT_VARIETY_posttest CURRICULAR_posttest ACTIVE_TEACHING_posttest
EYES_1pretest -0.17(0.14)
FUNCTIONALITY OF SMC/PTA -5.49 -9.73 -5.27 -0.14 0.25 0.12 -0.30(7.53) (7.45) (5.01) (0.09) (0.22) (0.14) (0.20)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00 0.00(.) (.) (.) (.) (.) (.) (.)
2.standard 11.05 0.07 0.22 0.15 0.20 0.12 0.55(10.33) (9.86) (5.82) (0.15) (0.22) (0.19) (0.27)
3.standard 15.74 10.23 0.27 0.07 -0.04 0.27 0.21(11.27) (12.94) (5.13) (0.18) (0.17) (0.19) (0.38)
HANDS_1pretest -0.13(0.20)
WRITING_1pretest -0.06(0.15)
DISPOSITIONAL_1pretest -0.03(0.13)
TEXT_VARIETY_1pretest -0.04(0.12)
CURRICULAR_1pretest 0.05(0.20)
ACTIVE_TEACHING_1pretest -0.07(0.16)
Constant 85.69*** 52.90*** 12.80 3.35*** 2.22*** 2.51*** -0.03(9.42) (8.94) (7.95) (0.45) (0.42) (0.64) (0.29)
Observations 46 46 46 46 46 46 46 Standard errors in parentheses ="* p<0.05 ** p<0.01 *** p<0.001"
(1) (2) (3) (4) (5) (6) (7)
EYES_posttest HANDS_posttest WRITING_posttest DISPOSITIONAL_posttest TEXT_VARIETY_posttest CURRICULAR_posttest ACTIVE_TEACHING_posttest
EYES_1pretest -0.20
(0.15)
FUNCTIONALITY OF VILLAGE HEAD -1.54 -3.63 -1.33 -0.44* -0.12 -0.38 -0.78*
(5.10) (7.45) (4.71) (0.17) (0.21) (0.18) (0.33)
1b.standard 0.00 0.00 0.00 0.00 0.00 0.00 0.00
(.) (.) (.) (.) (.) (.) (.)
2.standard 13.22 4.14 -2.15 0.09 0.20 0.09 0.36
(10.91) (9.86) (7.52) (0.17) (0.21) (0.17) (0.29)
3.standard 19.23 18.17 -0.95 0.11 -0.03 0.34 0.23
(11.98) (10.85) (6.25) (0.18) (0.20) (0.19) (0.40)
HANDS_1pretest -0.23
(0.18)
WRITING_1pretest 0.02
(0.16)
DISPOSITIONAL_1pretest -0.11
(0.15)
TEXT_VARIETY_1pretest -0.03
(0.15)
CURRICULAR_1pretest 0.06
(0.19)
ACTIVE_TEACHING_1pretest -0.06
(0.15)
Constant 81.59*** 44.52*** 9.14 3.93*** 2.53*** 2.96*** 0.53
(10.34) (10.51) (7.52) (0.66) (0.41) (0.65) (0.43)
Observations 44 44 44 44 44 44 44
Standard errors in parentheses
="* p<0.05 ** p<0.01 *** p<0.001"
What impact does community mobilization have on the improvement of reading achievement of learners in grades 1, 2 and 3 in those communities?
• No measurable impact, however lots and lots of anecdotal evidence (e.g. Sailors, Hoffman, Wilson, Villarreal, Peterson & Chilora, 2013)
Discussion
• Communities implement!• Communities implement because they want
what is best for their children!• Why did we not have stronger findings related
to community?– Sensitivity of instrumentation?– More time for implementation?– More funding to strengthen the implementation?