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Assessing literacy and numeracy among primary school students: A pilot survey in rural Bangladesh
ARTICLE

, School of Public Policy, Canada ; , United States Agency for International Development (USAID), Bangladesh

International Journal of Educational Development Volume 61, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Bangladesh dramatically increased its primary school completion rate over the last decade. However, there exist serious concerns about the level of learning among students who do complete. This article analyzes a pilot survey, conducted in a northern rural district, using procedures pioneered by ASER Centre in rural India. The survey measures ability to read and solve mathematical problems at the Grade 2 Bangladesh curriculum level among students in grades 1 to 5. The sample includes students from 18 schools: government-run, NGO-run, and fee-paying privately run. Using the ASER proxy, the percentage of Grade 3 students found to be “working at grade” for reading is 30% and for mathematics, 18%. NGO schools attract disproportionately more lower socio-economic students than do government schools. Academic performance is similar in both school types. The article discusses methodological problems in assessing reading and mathematics ability.

Citation

Richards, J. & Islam, M.S. (2018). Assessing literacy and numeracy among primary school students: A pilot survey in rural Bangladesh. International Journal of Educational Development, 61(1), 55-63. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2017.12.001

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