Assessing Early Literacy Outcomes in Burkina Faso and Senegal

Using DHS and PASEC to Combine Access and Quality

in Improving Early Literacy Outcomes
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Abstract

Nic Spaull and Adaiah Lilenstein look at educational statistics in Burkina Faso and Senegal and note that both countries have low school completion rates in Grades 2 and 5, as well as low reading scores at these two grade levels. They then combine the measures of grade completion and reading scores to calculate the percentage of children in the Grade 2 age cohort (both those in school and those who have dropped out) who have enough grade-level reading skills. This comprehensive approach provides a more accurate measure of success. They also look at the demographic characteristics of sex and family wealth and how they predict the more comprehensive measure that combines Grade 2 completion and reading skill acquisition.