Impact Evaluation of Education Quality Improvement Programme in Tanzania: Endline Quantitative Technical Report, Volume II

Teacher has access to maths textbooks for the majority of Standard 2 pupils (% Standard 2 maths teachers) : The number of Standards 2 maths teachers who have good/limited/no access to maths textbooks for the majority of Standard 2 pupils/all interviewed Standard 2 maths teachers, expressed as a percentage.

Yes, good access

Yes, limited access

No access

Standard 2 maths teacher

Teacher has access to Kiswahili textbooks for the majority of Standard 1 pupils (% Standard 1 Kiswahili teachers) : The number of Standards 1 Kiswahili teachers who have good/limited/no access to Kiswahili textbooks for the majority of Standard 1 pupils/all interviewed Standard 1 Kiswahili teachers, expressed as a percentage.

Yes, good access

Yes, limited access

No access

Standard 1 Kiswahili teacher

Teacher has access to Kiswahili textbooks for the majority of Standard 2 pupils (% Standard 2 Kiswahili teachers) : The number of Standards 2 Kiswahili teachers who have good/limited/no access to Kiswahili textbooks for the majority of Standard 2 pupils/all interviewed Standard 2 Kiswahili teachers, expressed as a percentage.

Yes, good access

Yes, limited access

No access

Has the use of TLMs in classrooms increased? (EQUIP-T intermediate outcome)

Teacher uses big books or Teacher Read Aloud books (% Standard 2 Kiswahili lessons)

Pupils used maths learning materials during lessons (% Standard 2 maths lessons)

Yes, most pupils

Yes, some pupils No

Pupils read supplementary readers during lessons (% Standard 2 Kiswahili lessons)

Yes, most pupils

Yes, some pupils No

Pupils used textbooks during the lesson (% lessons)

The number of Standard 2 Kiswahili lessons where teacher used big books or teacher read aloud books during the lesson/all observed Kiswahili Standard 2 lessons in schools that received the books, expressed as a percentage.

The number of Standard 2 maths lessons where most/some/no pupils used maths learning materials besides textbooks/all observed maths Standard 2 lessons in schools that received the materials, expressed as a percentage.

Standard 2 Kiswahili teacher

Standard 2 Kiswahili lessons observed

Standard 2 maths lessons observed

The number of Standard 2 Kiswahili lessons where most, some or no pupils read supplementary readers to themselves or out-loud/all observed Kiswahili Standard 2 lessons in classrooms with available readers, expressed as a percentage.

The number of Standard 2 lessons where pupils used textbooks during the lesson/all observed Standard 2 lessons, expressed as a percentage.

Teacher absence from school and classrooms, and punctuality (EQUIP-T output to intermediate outcome assumptions)

On the day of the survey, of all teachers in the roster: Absent from school (%)

Of teachers present on the day of the survey and timetabled to teach: Absent from class (%)

The number of teachers who were not present for the teacher head count on the day of the survey/all teachers working at the school, expressed as a percentage.

The number of teachers who were not present at their timetabled lesson before lunch despite being in school and timetabled to teach/all teachers present on the day of the survey and timetabled to teach the lesson before lunch, expressed as a percentage.

Standard 2 Kiswahili lessons observed

Standard 2 lessons observed

All teachers in schools’ teacher roster

Teachers in schools’ teacher roster who were scheduled to teach

Collection of information: The school and classroom absenteeism measures rely on two different headcounts of teachers carried out by enumerators. At the start of the day of the school visit, enumerators first recorded teachers who were present at school and second, during

Impact Evaluation of Education Quality Improvement Programme in Tanzania: Endline Quantitative Technical Report, Volume II before lunch and present at school on the day of the survey the lesson before lunch, recorded if teachers were in classrooms teaching. In the head teacher instrument we record whether each teacher in the roster is timetabled to teach in the period before lunch.

Of teachers present on the day of the survey: Arrived late (%)

The number of teachers who arrived after the school is officially supposed to start/all teachers present on the day of the survey, expressed as a percentage.

All teachers present in school on day of survey

Classroom absenteeism was measured during the lesson before lunch because it is a 'typical' lesson time to make the observation that was the same across all surveyed schools, but that avoided the start of the day so that classroom absenteeism was not confounded with lateness.

Reasons for classroom absenteeism for teachers who reported being absent from class the last 30 days (% Standards 1-3 teachers):

Large workload

Meeting with head teacher

Meeting with teachers

Lack of motivation

Illness

Feeling tired

Other

The number of teachers of Standards 1-3 who reported being absent from class in the last 30 days and reported reason x/all interviewed teachers of Standards 1-3 who reported being absent from class during the last 30 days, expressed as a percentage.

Has instructional time increased? (EQUIP-T intermediate outcome)

Actual weekly timetabled minutes for mathematics in Standards 1 and 2 (before adjustment).

Actual weekly timetabled minutes for mathematics in Standards 1 and 2 after adjusting for the classroom absenteeism rate of Standards 1 and 2 teachers

Actual weekly timetabled minutes for Kiswahili in Standards 1 and 2 (before adjustment).

Actual weekly timetabled minutes for Kiswahili in Standards 1 and 2 after adjusting for the classroom absenteeism rate of Standards 1 and 2 teachers

Standards 1-3 teachers

Minutes per week timetabled for mathematics in Standards 1 and 2 (school mean). Schools

The minutes per week timetabled for mathematics in Standards 1 and 2 after adjusting for the classroom absenteeism rate of Standards 1 and 2 teachers (school mean). Schools

Minutes per week timetabled for Kiswahili in Standards 1 and 2 (school mean). Schools

The minutes per week timetabled for Kiswahili in Standards 1 and 2 after adjusting for the classroom absenteeism rate of Standards 1 and 2 teachers (school mean). Schools

Data on timetables for each class in Standards 1 and 2 were used to identify how many periods by subject are timetabled each week. For each class in a standard, the total number of weekly periods assigned for mathematics and Kiswahili were multiplied by the number of minutes assigned to each period to calculate total weekly minutes in each subject at the class level. These totals were then averaged across the number of classes to get the number of minutes timetabled for each subject by standard. Finally, the weekly minutes were averaged across standards one and two to get the number of weekly minutes timetabled for each subject by school.

To estimate to what extent available instructional time is reduced by classroom absenteeism, indicators on weekly minutes timetabled were adjusted for whether teachers were present in a classroom.