 Assessing literacy and numeracy among primary school students: A pilot survey in rural BangladeshJohn Richards and Mohammad Shahidul Islam International Journal of Educational Development, 2018, vol. 61, issue C, 55-63 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. Keywords: Bangladesh; Reading & mathematics assessment; Primary education; Government vs. NGO schools (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:61:y:2018:i:c:p:55-63 DOI: 10.1016/j.ijedudev.2017.12.001 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
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