Conclusion & Appendix

This report summarizes data through 2015 on the functioning of Room to Read programs across the 10 countries in which we work.

Most important, in this report and in our work, we increasingly focus on outcomes, the true measure of our success. Only by focusing on the outcomes of our programs — children’s development as independent readers, and girls’ progression through school and development of life skills — can we know what we are doing well, what can be improved and steps we can take to make that improvement.

The overall data on our outcomes provides compelling evidence that our programs are achieving their goals. Children’s reading skills are improving rapidly, and our most recent results are some of our strongest to date. The majority of our Girls’ Education Program alumnae are enrolling in tertiary education within their first year after graduation. Where we have identified gaps, new outcome-focused initiatives such as our Girls’ Education Program evaluation in India will provide critical information that will enable us to continue strengthening our programs, so the benefits we are able to deliver to children are greater each year.

We are pleased to share this information with external audiences as part of our commitment to remaining transparent about our work and accountable to our beneficiaries, donors and other key stakeholders. We look forward to continuing to share results of our work in next year’s Global Monitoring Report and beyond.

Results, 2015

9.232

Teachers & Librarians Trained

9.232

Teachers & Librarians Trained

7.8 million

Books Checked Out

7.8 million

Books Checked Out

1,127

New Libraries Established

1,127

New Libraries Established

1,222

Schools Implementing Room to Read Literacy Instruction

1,222

Schools Implementing Room to Read Literacy Instruction

29,906

Girls Supported in 2015

Room to Read is a leading nonprofit supporting children's literacy & girls' education. We report our impact annual through our Global Monitoring Report.
Room to Read is a leading nonprofit supporting children's literacy & girls' education. We report our impact annual through our Global Monitoring Report.

726

New Secondary School Graduates

Room to Read is a leading nonprofit supporting children's literacy & girls' education. We report our impact annual through our Global Monitoring Report.
Room to Read is a leading nonprofit supporting children's literacy & girls' education. We report our impact annual through our Global Monitoring Report.

Cumulative Results

9.9 million

Children Benefited

9.9 million

Children Benefited

18,699

Partner Schools

18,699

Partner Schools

1,300

Original Children's Book Titles Published

1,300

Original Children's Book Titles Published

18 million

Books Distributed

18 million

Books Distributed

38.750

Girls Supported

Room to Read is a leading nonprofit supporting children's literacy & girls' education. We report our impact annual through our Global Monitoring Report.
Room to Read is a leading nonprofit supporting children's literacy & girls' education. We report our impact annual through our Global Monitoring Report.

2,362

Secondary School Graduates

Room to Read is a leading nonprofit supporting children's literacy & girls' education. We report our impact annual through our Global Monitoring Report.
Room to Read is a leading nonprofit supporting children's literacy & girls' education. We report our impact annual through our Global Monitoring Report.

About this Report

Literacy Program

 Literacy  2013 2014 2015
 New Literacy Program partner schools  1,341  1,014  1,099
  Cumulative Literacy Program partner schools



 16,583  17,597  18,696
 Schools implementing Room to Read literacy instruction  1,046  1,206  1,222
 New school libraries established  1,457  984  1,127
  Cumulative school libraries established 16,550 17,534 18,661
 Children benefiting from Room to Read literacy instruction  62,597  84,958  81,321
 Children with access to school libraries under active support  1,173,036  1,001,393  843,890
 Percentage of grade-2 children reaching fluency benchmark  --  --  40%
 Percentage of grade-2 children reaching emerging reader benchmark  -- -- 63%
 Total number of books checked out  10,104,899  9,514,469  7,848,939
 Average number of books checked out per student (all grades)*  8.9 9.7 9.5
   Grade 1 -- -- 3.0
   Grade 2 --  --  3.8 
   Grade 3 --  --  4.1 
   Grade 4  --  --  4.3 
   Grade 5 -- -- 4.6
 Percentage of children checking out books*      
   Grade 1 -- -- 59%
   Grade 2 -- -- 67%
   Grade 3 -- -- 68%
   Grade 4 -- -- 70%
   Grade 5 -- -- 71%
Percentage of supported libraries with functional checkout systems 99% 98% 96%
Total teachers and librarians trained 11,567 10,830 9,232
 Teachers trained in literacy instruction  1,749  2,316  2,288
Percentage of teachers attending all required training sessions -- -- 99%
Percentage of literacy classes receiving two support visits monthly 80% 84% 100%
Percentage of literacy classes receiving materials on time -- -- 91%
Percentage of supported school libraries where staff received training 93% 97% 97%
New children’s book titles published 155 129 142
Cumulative children’s book titles published 1,029 1,158 1,300
 Room to Read-published books distributed to partner schools  1,194,362  720,980  477,249
Room to Read-published books distributed to other organizations**  155,449 119,892 599,824
Total books distributed 1,814,637 702,114 2,501,513
  Cumulative books distributed 15,014,400 15,716,514 18,218,027
 Average number of books provided per student per year  2.09 2.11 2.25
 Room to Read-published book titles in top ten for checkout frequency  -- --   6.4
 Classrooms and libraries constructed  464 405 324
Classrooms repaired/renovated -- 197 124
Percentage of infrastructure projects with community co-investment 100% 100% 100%
Percentage of rooms constructed in past three years still in use 96% 98% 93%
Percentage of infrastructure projects with major structural damage*** <1% <1% 4%
;
* Gradewise checkout indicators cover three months of data only; all other figures are annual.
** The increase in books distributed to other organizations was driven by Nepal, where we distributed more than half a million books in the immediate aftermath of the April 2015 earthquake.
*** The increase in major damage is also a result of the earthquake in Nepal.
;

Girls' Education

Girls' Education 2013 2014 2015
Girls supported during calendar year 21,792 26,016 29,821
Cumulative girls supported 25,830 31,733 38,503
Dropout rate 4% 7% 9%
Advancement rate (among girls who remained enrolled) -- -- 94%
Advancement rate (among all girls) -- -- 86%
Pass rate for gatekeeping exams -- -- 66%
New secondary school graduates 399 441 727
Cumulative secondary school graduates 1,195 1.636 2,363
Percentage of graduates enrolling in tertiary education within one year -- -- 67%
Percentage of program participants who participated in life skills education 88% 87% 85%
Percentage of program participants whose parent/guardian(s) participated
in program meetings
86% 82% 82%
Percentage of program participants who received material support 52% 38% 45%
;

This report is based on data collected by our country-based staff. Most of the figures presented come from our Global Indicators process. The Global Indicators are a set of key metrics we collect on an ongoing basis across all 10 countries where we work and report publicly each year. Although we revisit and update these indicators periodically, most remain the same from year to year, enabling us to report on trends over time.

As part of this process, we collected data on every book we published, every building we constructed, and every girl, classroom and library we supported in 2015. We also collect more in-depth information on grade-wise checkout, book title popularity and reading skills on a sample basis. Our country teams upload data collected through ongoing monitoring and support visits into a common web-based database. In the first quarter of the following year, each country’s Research, Monitoring and Evaluation team leads a reflection process, reviewing both programs to examine trends in the data and identify areas for improvement. The team documents these discussions and ensures that they feed into the next programmatic annual planning cycle.


1 Because word length and grammar vary among languages, we also have efforts under way to set specific second-grade fluency targets for each language in
which we support literacy instruction.

2 Both studies available at www.roomtoread.org/measuringresults

3 Schultz, Paul T. “Why Governments Should Invest More to Educate Girls.” World Development 30 (2): 207-25.

4 For one notable example, see our 2011 report “Through Their Eyes, In Their Voices” at www.roomtoread.org/2011TertiaryEducationReport


Many individuals contributed to this report. The report was produced by the Global Research, Monitoring and Evaluation team led by Peter Cooper. Ryan Hebert led worldwide data collection and analysis and managed report development. Editorial feedback and programmatic review were provided by Julie Elis, Erin Ganju, Rebecca Hankin, Geetha Murali, Karen Rester, Heather Simpson, Kerri Thomsen and Linda Tran. Mandy Leung and Valerie Maulbeck provided database support, and Steve Cox provided marketing and communications support. Graphic design was completed by Melanie Doherty Design.

Our worldwide Research, Monitoring and Evaluation team led in-country data collection, entry, analysis and reflection. The team includes Kala Adhikari, Md. Sarwar Basher, Peter Cooper, Rehema Dulla, Padmanav Dutta, Ryan Hebert, Chanthou Heng, Mini Joshi, Victor Kabwe, Harmeet Kaur, Badruzzaman Khan, Bidhubhusan Mahapatra, Abdullah Mamun, Geetha Mayadunne, Pradeep Mishra, Khanthanouphone Mixaykone, Zukiswa Nee-Whang, Dilumi Perera, Khanyisa Phaweni, Thinh Nguyen Quang, Annika Rigole, Tonin Seoun, Mayank Sharma, Viet Ta, Prashanta Thapa, Bunthan Tray and Soulinthone Vilayphanh.

Finally, we would like to offer a special thank-you to the staff of our Literacy and Girls’ Education Programs around the world for providing us with the opportunity to report on your excellent work. We are grateful to all of you.


We welcome your feedback on this report. Please e-mail your questions and comments to info@roomtoread.org with “2015 Global Monitoring Report” in the subject line.


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