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In 2016, the Luminos Fund launched its accelerated, catch-up learning program in Liberia to help address the country’s urgent education needs – including one of the world’s highest recorded rates of out-of-school children. To date, Luminos has helped 12,650 Liberian children catch up on learning and reintegrate into local government schools. In addition, Luminos has trained 497 young adults on our pedagogy and model, and supported them to deliver the catch-up program in classrooms.

During the 2021-22 school year, the Luminos program increased children’s oral reading fluency (ORF) by 28 correct words per minute (CWPM), with girls progressing 3 CWPM more than boys. Students also made substantial gains in numeracy, with a 28 percentage point improvement in addition and a 20 percentage point improvement in subtraction. Our latest report, “Liberia 2021-22 Endline Evaluation Report,” summarizes results from the 2021-22 Luminos program endline evaluation conducted by Q&A Services. [1]

In 2021-22, the Luminos program ran for 9 months—from November to August— in line with the Ministry of Education’s 2021-22 official academic calendar; this calendar was shifted slightly compared to a standard, September – June calendar due to COVID-19. Luminos students attended class for 7 hours per day from Monday to Friday, with approximately 5 hours per day devoted to reading and 2 hours to numeracy.

Luminos supported 3,150 out-of-school students across 105 classes and five counties (Bomi, Bong, Grand Cape Mount, Margibi, and Montserrado) in Liberia. Every year, Luminos works closely with a small group of community-based partners, each of which manages a cluster of classrooms, to deliver the program.

The results of the evaluation show that the Luminos Fund’s Liberia program positively impacted student reading and math outcomes across all EGRA and EGMA subtasks in the 2021-22 school year. Student improvement in reading was statistically significant. 

Evaluation Overview

The evaluation aimed to demonstrate the impact of the Luminos Liberia program on student literacy, numeracy, and socio-emotional outcomes during the 36-week 2021-22 program. Q&A Services assessed the literacy and numeracy levels of a random sample of students across all Luminos classes in the first two weeks of the program (baseline) and again in the final week of the program (endline). The RTI/USAID-developed Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) tools, adapted for Liberia, were used at both baseline and endline to assess students on a variety of early grade reading and math skills. A socio-emotional learning (SEL) assessment was also conducted with a subset of the student sample using the International Social Emotional Learning Assessment (ISELA) tool. For more details on the evaluation and methods used, please see the full report summary.

Overall Results

The results of the evaluation show that the Luminos program positively impacted student achievement in both reading and math, with a statistically significant impact on the former.

Literacy

On reading, students showed improvement across every EGRA subtask, including an improvement of 50 percentage points on letter identification, 46 percentage points on oral reading fluency (ORF) of Grade 2 level text, 39 percentage points on familiar words, and 33 percentage points on reading comprehension. For ORF, students could read 29 CWPM at endline, compared to 1 CWPM at baseline, an improvement of 28 CWPM.

Numeracy

On numeracy, students again showed improvement across every single EGMA subtask, including an improvement of 35 percentage points on number identification, 33 percentage points on number discrimination, 28 percentage points on addition, 20 percentage points on subtraction, and 22 percentage points on word problems. While the program impacted student achievement on mathematics, improvement was less significant than for literacy. This makes sense given that 5 hours of the Luminos school day (approximately 70% of instructional time) is devoted to literacy and 2 hours each day (30% of instructional time) is devoted to numeracy.

Conclusion

The results of the evaluation show that the Luminos Fund’s Liberia program positively impacted student reading and math outcomes across all EGRA and EGMA subtasks in the 2021-22 school year. Student improvement in reading was statistically significant. Results show that the average student improved by 28 CWPM within the 9-month program, with girls improving 3 CWPM more than boys. These results are incredibly impressive given the short (9-month) timeframe for the Luminos program. Results for the SEL assessment show improvement on self-concept, particularly for girls, suggesting possible impact of the Luminos program on broader student development; however, further research is required. When compared with similar programs in Liberia and globally, year on year the Luminos program is showing strong learning outcomes, particularly on literacy.

To read the full report summary, including additional background on our Liberia program and a more detailed overview of the evaluation and methods used, click here.

References:

  1. Simpson, A. “Luminos Fund Endline Evaluation 2021-22, Liberia,” Q&A Services, December 2022.

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The Luminos Fund is a 501(c)(3), tax-exempt charitable organization registered in the United States (EIN 36-4817073).

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