During a pandemic, it would be understandable to expect student learning loss during disruptions to education due to school closures. However, the USAID All Children Reading—Cambodia (ACR—Cambodia), COVID-19 Impact on Learning study found that first grade students continued to develop early literacy skills during the pandemic, performing better on some skills than they did in pre-pandemic 2019.
All Children Reading–Cambodia (ACR–Cambodia) was a 4-year USAID program supporting the development and implementation of the Ministry of Education, Youth and Sport’s (MoEYS) national early grade reading program – Komer Rien Komar Cheh. USAID supported implementation in three provinces and the Global Partnership for Education assisted the work in 5 others.
Baseline and midline Early Grade Reading Assessments (EGRA) were implemented in 2018 and 2019, providing data on the impact of Komer Rien Kom Cheh prior to the disruption of schooling caused by the global pandemic (see the 2018 and 2019 Barometer pages). In 2021, an additional EGRA was carried out to help MoEYS investigate and understand how children’s reading skill development was impacted by the periodic school closures during 2020. Data were collected from students in January 2021 at the beginning of grades 1 and 2 in two provinces: Kampong Thom (intervention) and Battambang (control). The early grade 2 outcomes from 2021 were compared as a proxy to end of grade 1 outcomes from 2019.
|2019||2019, All Children Reading-Cambodia (ACR-Cambodia), Midline Study||1, 2||EGRA|
|2018||2018, All Children Reading-Cambodia (ACR-Cambodia), Baseline Study||1||EGRA|