Learning gains in Kenya

Our pupils have excelled for four consecutive years in government national exams— consistently performing above the nationwide average (which includes elite private schools).

Pupils sit the Kenya Certificate of Primary Education (KCPE) when they finish primary school. All pupils have to take this exam. Following Government policy changes there is no pass or fail; instead the KCPE mark determines the type of secondary school a child will have access to.

The independent exam enables the performance of our pupils to be compared with those in neighbouring schools and in schools across Kenya. The results speak for themselves.

Over four years (2015, 2016, 2017 and 2018) our pupils significantly outperformed the nationwide average. In 2018, our pupils scored an average of 12 points higher than pupils nationally, a difference of 0.19 standard deviations, equivalent to almost one full additional year of schooling.

Almost 60% of our pupils scored at least 250 marks – with an average of 262 marks – and were 18% more likely to do so than their peers. Impressively, 72% of pupils who had been with Bridge for at least five years achieved 250 marks. Historically, pupils scoring above 250 marks have attended much better secondary schools than those scoring below 250 marks.

The Bridge Effect is even more evident when analysing the performance of pupils who have been at Bridge for multiple years. The data shows that the longer pupils had attended Bridge schools, the better they performed in the KCPE.

In a country where girls access to education is traditionally low, the government has focused on redressing this balance.

Since 2015, the number of girls attending our schools achieving at least 250 marks has increased by 30%.

In 2018, girls who had attended our schools for over five years were our highest performing cohort, averaging 281 marks.

Additional data analysis reveals:

  • Multiple pupils scored over 400 marks, including from disadvantaged communities such as Lamu.
  • 27% of our pupils scored over 300 marks compared to 23% nationally.
  • 72% of pupils attending Bridge for 5 years or more scored at least 250 marks.
  • Our pupils are 30% less likely than the average pupil to get 200 marks or less and jeopardize secondary school placement.

Early Grade Reading and Maths Assessments

The Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) test reading and mathematics fluency and comprehension on both a concrete and conceptual level. These foundational skills are critical for the learning potential of every child. In 2014, these tests showed:

  • The gains from attending Bridge in reading are equivalent to 64 more days of learning in a single school year.
  • Our pupils learned to read almost 10 more words per minute than their neighbouring school peers.
  • On average, 30% and 31% of our pupils passed the fluent and emergent benchmarks for reading respectively, compared to 16% and 24% of pupils in neighbouring schools.  
  • The gains from attending Bridge in maths are equivalent to 26 more days of learning in a single school year.
  • In maths, with benchmarks based on addition and subtraction, the difference between Bridge and neighbouring schools ranged from 2.6 to 6.9 percentage points.
  • The largest gains are found in quantity discrimination and word problems, where our pupils answer 10.1% and 5.8% more questions correctly, respectively

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Learn more about our work in Kenya

Read more about Learning gains in Liberia

Read more about Learning gains in Uganda