Evaluation Interim Report for the Georgia II Improving General Education Quality Project's School Rehabilitation and Training Activities
- In the first phase of school rehabilitation (29 schools), students experienced large improvements compared to baseline in heating, lighting, sanitation, building quality, and access to science laboratories and recreation facilities.
- Students and teachers agreed that these improvements addressed barriers to using classroom time effectively on instruction.
- The final report will estimate impacts for all rehabilitated schools and measure whether infrastructure upgrades improved learning outcomes.
- The teacher training component was successfully delivered on a nationwide scale, with high completion rates for school directors (93 percent) and teachers (82 percent).
- One month after the one-year training sequence concluded, teachers reported that they had improved confidence using student-centered teaching practices, and school directors reported that they had increased provision of instructional leadership. However, there was little evidence of immediate changes in teachers’ classroom instruction practices.
- Planners of the teacher training component anticipate that further changes in instructional practices could develop over time. The final report will examine trends in teaching practices several years after the training sequence ended.
Many of the school buildings in the country of Georgia are inadequately maintained, dilapidated, and uncomfortable for students and teachers, particularly during the winter months. In addition, teachers and school directors in Georgia often lack access to professional development opportunities that encourage high quality instructional practices, instructional leadership, and school management. To address these issues, the Millennium Challenge Corporation (MCC) sponsored the Improving General Education Quality (IGEQ) Project. The project included an Improved Learning Environment Infrastructure (ILEI) activity that focused on school rehabilitation and a Training Educators for Excellence (TEE) activity that supported professional development by training and mentoring teachers and school directors. In this interim report, Mathematica researchers describe a preliminary set of evaluation findings on the school rehabilitation activity and the training activity for teachers and school directors.