Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics?

Abstract

This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys) during the GEQIP-II Education Reform. It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend