Academic Results

Bridge International Academies pupils outperform their peers in neighborhood schools.

Academic

At Bridge International Academies we use the Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) to evaluate our pupils’ performance.  These exams test reading and math comprehension on both a concrete and conceptual level.  These foundational skills are extraordinarily important as they are critical to the learning potential of every child.  We conduct these exams annually using an independent monitoring and evaluation agency.

In our last study, we measured the performance levels of the pupils in the first cohort, who were baselined in 2011 and tracked in October 2013.  Given these pupils’ incoming skill and ability levels, we found that attending Bridge had a significant effect on learning for pupils now in Classes 2 through 4.  Compared to their peers attending government schools, Bridge pupils on average gained an additional .34 standard deviations on reading fluency and comprehension over the course of 26 months.  For reading fluency, this translates into a gain of 16 words per minute, above and beyond the growth experienced by their academic peers.  Bridge’s average reading effect size of .34 translates into almost 252 additional days of learning!  The Bridge effect size for more advanced maths is also significant – both on a practical and statistical level – at .51 standard deviations.  Bridge’s average maths effect size of .51 translates into over 288 additional days of learning.

We use the same firm as USAID to administer these exams.  The exams are conducted across a sample of thousands of pupils from Bridge International Academies, government schools, and other neighborhood schools.  The assessment begins by placing all of the pupils into equal bands based on their incoming performance level.  This means that the pupils who perform lower at Bridge will be paired against pupils who perform lower at competitive schools, as will the average and higher performers.  After one year, we retest these same bands to assess the academic progression in their foundational skills.  By tracking pupils based on their starting performance levels, we can ensure that we’re measuring the impact of a child’s actual experience in his or her classroom.