National Learning Assessments Shed Light on Education Challenges and Opportunities in Haiti

By Dr. María José Ramírez, Marie Tamagnan and Zoé Routhier-Drab

Haiti recently  implemented two rounds of a national assessment that are giving light on how to better serve millions of students  

The Ministry of Education and Vocational Training (MENFP) carried out the National Learning Assessments (ENA), for students in 4^th grade in 2017 and students in 6^th grade in 2022. For the first time in the history of the country, all students in public schools participated in a standardized census assessment based on the national curriculum. Creole, French and mathematics tests were administered to students, together with questionnaires for students, teachers and school principals. In total, around 90,000 students from 3,000 public schools, their teachers and principals contributed to both surveys. 

Key Findings from Haiti’s National Learning Assessments 

• Significant Learning Gaps Identified

There is a significant gap between the learning objectives of the official Haitian curriculum, and the actual learning of students. For instance, at grade 6 students answered less than half of the tests correctly. Nevertheless, all the test questions measured content and skills that all students should have mastered by the end of the 6^th grade. 

• Weak Performance in Mathematics 

Results are especially weak in math. For example, when 4^th graders were asked what part of a rectangle was painted, only 53% correctly answered “three quarters of the rectangle”. When 6^th graders were asked what fraction of a rectangle was painted, only 16% provided the correct response: ½. This was even below the chance threshold for a multiple-choice test with four response options. 

• Language Skills Below Expectations 

In languages, the performance of 6^th graders in French (the instructional language), is well below curricular expectations, with only 30% correct answers. In Creole (the mother tongue for most students), the percentage of correct answers was only 48%.

• Wide Achievement Gaps Within Classrooms 

There is a wide range of achievement in the Haitian classes. In all three subject areas, around half of the achievement variance was within the classes. In a typical 6^th grade class, the highest performing student reached 69% of correct responses, while the lowest performing one 25%; a gap of 44 percentual points. This means that in the same classrooms there are students who just master concept of numbers while others can already solve problems with the four basic operations; there are students who may be just learning to read while others can read and make simple inferences. 

• Impact of Overage and Dropout Rates 

Many Haitian students were overaged, had repeated one or more grades and/or had temporarily dropout from school. For instance, in 4^th grade, one out of four students had three years or more of seniority. A similar proportion had repeated school at least one by grade 6. Near 40% of 6^th graders reported having left school for a year or more. These students attained systematically lower achievements. 

• Infrastructure Deficiencies Hindering Learning  

The lack of educational resources and basic infrastructure negatively affected learning. Notably, in 2022 only 28% of public schools had electricity, 46% had toilets, and 40% had drinking water. 

• Regional Disparities in Education 

The departments of Grand Anse and the Northwest concentrated the lowest academic results, together with the highest rates of repetition, absences and dropouts. 

Steps to Improve Education in Haiti 

To measure student learning in Haiti was a milestone. But this was just the first step. Now action is needed in order to translate these findings into action. Key measures to move forward are: 

1. Provide Teachers with Assessment Results and Training  

Ensure that teachers have access to assessment results, and train them so that they can understand, appreciate and use them. This is a necessary condition if we want teachers to make evidence-based decisions to improve their teaching practices in the classrooms.

2. Address Wide Achievement Gaps  

Raise awareness about the wide achievement range that exists in the classes, and train teachers on the importance of adapting their teaching to the learning needs of their students. Given the diversity of learning levels in classrooms, an approach that aims to teach at the right level is essential to facilitate learning. It is also essential to support their curiosity and self-esteem, and to avoid repetition, absenteeism and school dropout. 

3. Implement a Flexible Curriculum

A more flexible curriculum is needed to serve students who are at different learning levels, and who come to school irregularly. Teachers should have room to scaffold the curriculum so that it is “challenging but attainable” for their students. Targeted instruction, attuned with the diverse learning needs of students, is needed to keep them engaged and learning. The current curriculum reform offers a unique opportunity to do so.  

4. Invest in Targeted Instructional Resources 

Provide teachers and schools with resources to facilitate targeted instruction. For example, promoting the use of individual or small group tutoring, especially for students experiencing more difficulties. Individual learning guides to be used at school or at home could ensure continuity of studies during school closures. Classroom assessment tools would further help teachers to monitor and support learning. 

5. Eliminate Grade Repetition Policies  

Review the policy of repeating classes in basic education. MENFP must avoid repeating classes, because it does not contribute to improving learning, and is at the root of the problem of student overage and dropouts. 

6. Reduce Barriers to Education  

MENFP must make every effort to eliminate dropouts. In particular, it could eliminate fees associated with schools and eliminate the use of the exam at the end of primary school as a requirement for moving on to secondary school. For example, exam results could continue to report whether students meet a minimum threshold; nevertheless, all students should be admitted to secondary education, regardless of their results. 

7. Strengthen Bilingual Education Policies  

Continue with the policy of bilingual education in primary education. Written comprehension of Creole in the first cycle of basic education is essential so that students can continue to learn in school. 

8. Improve School Infrastructure  

Secure the minimum infrastructure so that public schools can operate. Strong investments to ensure electricity, toilets and drinking water are necessary. 

9. Focus on High-Need Regions  

Targeted interventions are urgently needed in Grand Anse and North West, where students face the greatest challenges.  

A Better Future for Education in Haiti 

Haiti is taking steps to implement these measures and improve its education system. By addressing learning gaps, reducing disparities, and improving infrastructure, the country is laying the foundation for a brighter future for millions of students. The IDB has consistently supported Haiti with  education, and will remain a major multilateral partner through its transition, recovery and beyond.