The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) GAMBIA - READ: Results for Education Achievement and Development Project (P133079) AFRICA | Gambia, The | Education Global Practice | IBRD/IDA | Investment Project Financing | FY 2014 | Seq No: 10 | ARCHIVED on 30-Aug-2018 | ISR33620 | Implementing Agencies: Ministry of Basic and Secondary Education, Ministry of Basic and Secondary Education, Republic of The Gambia, Minister of Finance and Economic Affairs Key Dates Key Project Dates Bank Approval Date: 06-Mar-2014 Effectiveness Date: 25-Apr-2014 Planned Mid Term Review Date: 05-Dec-2015 Actual Mid-Term Review Date: 05-Dec-2015 Original Closing Date: 28-Feb-2018 Revised Closing Date: 31-Aug-2018 pdoTable Project Development Objectives Project Development Objective (from Project Appraisal Document) To increase access to basic education, improve quality of teaching and learning in lower basic schools, and strengthen education systems. Has the Project Development Objective been changed since Board Approval of the Project Objective? No Components Table Name Component 1: Increase access to basic education:(Cost $13.20 M) Component 2: Improve quality of teaching and learning:(Cost $22.60 M) Component 3: Technical and Institutional Support:(Cost $5.90 M) Component 4: Strengthening the education system with a focus on governance and management results:(Cost $1.60 M) Overall Ratings Name Previous Rating Current Rating Progress towards achievement of PDO Moderately Satisfactory Satisfactory Overall Implementation Progress (IP) Moderately Satisfactory Satisfactory Overall Risk Rating Substantial Substantial Implementation Status and Key Decisions The READ project became effective on April 25, 2014, and the Additional Financing (AF) became effective on November 22, 2016. The original READ and AF will close on August 31, 2018, following a 6-month project extension in January 2018. The project development objective is to increase access to basic education, improve quality of teaching and learning in lower basic schools, and strengthen education systems. This is the last ISR for this project and provides an update since the most recent ISR archived in June 2018. The assessment of outcomes will be assessed using a single evaluation rather than a split evaluation, given that the additional financing did not change the scope/intent of the project. End-of-project targets were simply adjusted upwardly to reflect the scale up which took place as a result 8/30/2018 Page 1 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) of the AF. As such—and consistent with the updated OPCS/IEG ICR guidelines—a split evaluation of the project’s overall performance is not carried out in this final ISR. Relevance of Objectives and Design Relevance of objectives. The project development objective (PDO), which remained the same over the life of the project, was relevant at the time of approval in 2014 and remains highly relevant in the context of The Gambia today. At the time, the PDO was developed to be closely aligned with the Education Sector Strategic Plan (ESSP) II 2014-2022 and the initial medium term Plan (2014-2017). Today, it is still relevant to the current country's sectoral needs, aligned with the new IDA/GPE project (P162890), which was approved by the World Bank Board in March 2018, and consistent with the overall objectives of the new Education Sector Strategic Plan (2016-2030) and the Medium-Term Plan (2018-20), which revised the original ESSP II. In addition, the Joint Assistance Strategy (JAS) (2013-2016) and Country Engagement Note (CEN) (FY2018-2020) also place an emphasis on human development including basic and secondary education, thus the project is relevant to the JAS and CEN as well. Design. The design, which carefully took into account priorities of the education sector strategic plan, with an emphasis on expanding access, improving quality, and strengthening the overall education system remains highly relevant. The preparation was characterized by a high level of participation of various stakeholders, including the local education group (LEG) and participants at state, regional, school level. This collaborative approach built carefully upon previous education strategy successes and challenges. Specifically, lessons learned from the previous project influenced project design including (i) a results based financing component (Component 4) which put into place a mechanism focused on results to improve implementation progress; (ii) emphasis on equity to improve access by targeting regional disparities by wealth with construction, school stationery kits, and transportation programs; and (iii) carefully selected improvements to pre-service teacher training, and national student assessments including special measures to ensure usability of data to inform school planning. A strong implementation team, with component and activity focal points in place was arranged to ensure strong implementation throughout the life of the project, and capacity strengthening measures, especially for improved assessment, data monitoring and analysis (including building statistical capacity) at multiple levels were built into the program. Efficacy (Achievement of Project Development Objectives) Based on the project development objective to increase access to basic education (encompassing ECD, lower basic and upper basic education), improve quality of teaching and learning in lower basic schools, and strengthen education systems the following provides and overview of the outputs and outcomes achieved under the project by sub-objective. 1. Increase Access to Basic Education. The operation, specifically through Component 1 - Increase access to basic education - was designed to improve enrollment in basic education by addressing critical challenges including distance to school, high private education costs, and school readiness. These challenges were addressed through a strategic combination of school construction, transportation via donkey carts for selected communities, improved early childhood development teaching and monitoring approaches and expanded ECD offerings to improve school readiness, as well as provision of school sub-grants to all lower and upper basic public schools, and stationery packages to all lower basic schools in hardship areas (given that in addition to the need for school sub grants following a project supported reform to abolish school fees parents often cannot afford stationery). Over the life of the project the number of additional students enrolled in public ECD, lower basic schools and upper basic schools reached 82,541 (exceeding the target of 48,000). Additionally all associated intermediate outcome indicators, which measured key outputs to achieve improved enrollment were met or exceeded, with 84 classrooms built/rehabilitated at the primary level as well as 29 ECD classrooms; regular provision of school grants which have since been taken over by the government as part of sustainability imitative; provision of stationery packages to over 54,000 students; and reduction of the number of communities more than 3 kilometers away from a public school from a baseline of 17 percent to less than 5 percent today. 2. Improve Quality of Teaching and Learning. The operation aimed to improve the quality of teaching and learning through a combination of (i) incentives to increase the number of qualified teachers particularly in difficult to fill subject areas and posts; (ii) enhanced teacher training; (iii) improved approaches to early reading; (iv) teacher observation/supervision and classroom support to improve quality; and (iv) piloting innovative technology based teaching programs such as the progressive science imitative and progressive math initiative (PSI-PMI), as well as support to Majalis (Quranic schools) to provide foundational skills to children. The diversity of activities reflects the complex context of The Gambia which is characterized by disparity between regions, as well as a diverse education system which encompasses both religious institutions such as Majalis as well as public schools. Success of the project is reflected through an improvement of learning outcomes over the life of the project, as measured through the PDO level indicator - mean score in grade 3 English in the national assessment test (NAT), which increased from 41.50 to 47.8 (exceeding the initial target of 46). Furthermore, mechanisms for teacher supervision and feedback, including improved measures of good teacher performance as observed through the use of a classroom observation tool; improvements to teachers' on time attendance; training to ensure head teachers can adequately utilize NAT scores to inform school development plans, and increases in the number of additional qualified primary teachers resulting from the project, are just some of the many outputs and outcomes resulting from the project interventions. The quality component also allowed for implementation of technology based teaching solutions to improve science and mathematics learning which have shown positive results in 24 pilot classrooms and will be scaled up under the next project. Additionally, the additional financing funded short-term reimbursement of teachers salaries given the fiscal crisis of The Gambia at the time and contributed to maintaining a stable schooling environment and ensuring project gains were maintained. Eight of nine corresponding intermediate results indicators were achieved and one was partially achieved with plans to finalize it in the upcoming project. 3. Strengthen Education Systems. Several governance and management reforms were supported under Component 4 of the project - Strengthening the Education System with a focus on Governance and Management Results, as well as Component 3 of the project which supported technical and institutional support as well as capacity building. The component was designed to improve access to education and teachers and students' performance through the achievement of disbursement linked indicators (DLIs). Although ultimately 5 of the 9 DLI's were cancelled under the additional financing due to the fiscal crisis within The Gambia, which created a scenario in which the Ministry of Finance and Economic Affairs (MoFEA) could not fully executed the budget and the Ministry of Basic and Secondary Education (MoBSE) could not benefit from the disbursement of DLI funds, the results themselves were still achieved. Thus, while the DLI funding mechanism was removed during the additional financing the associated target outcomes were maintained and all of the targets were achieved. The result is implementation of several critical reforms to the 8/30/2018 Page 2 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) system including: (i) the abolishment of school fees in all public upper and basic schools; (ii) timely provision of school sub-grants; (iii) improved student participation in national assessments; (iv) annual school census for improved data collection/analysis; and (iv) use of student performance to inform school development plans. These are critical system wide improvements to the sector which are expected to be fully sustained moving forward, and created the conditions by which improvements in access and quality, as elaborated above, were achievable. In sum, when examining the outputs and outcomes achieved over the life of the project, the operation achieved 100 percent of the PDO level indicators and achieved and/or exceeded the large majority of intermediate level indicators. Based on the current available evidence efficacy over the life of the operation is rated as substantial (i.e. satisfactory). Efficiency A detailed economic and financial analysis for the project will be undertaken in the ICR evaluating both the external and internal efficiency gains realized under the operation. This detailed analysis will also draw on the findings of the various studies undertaken during the course of the project. The cost-benefit analysis of the READ project undertaken at appraisal revealed a convincing investment decision even under conservative assumptions with a net benefit value economic rate of return of 25 percent for the base scenario. The public expenditure review (PER) completed in 2017 found similarly strong rates of return for years of schooling, and as such, the justification for investment remains strong. Given that (i) several PDO level and intermediate level indicator targets were upwardly revised during the AF and all were achieved or exceeded (e.g. direct project beneficiaries target increased from 290,000 to 305,000 and exceeded the target by over 25,000, and the target number of students enrolled increased from 35,000 to 48,000 with the actual end number of students totaling 82,541), and (ii) implementation was largely satisfactory, overall efficiency is rated substantial. The rating will be re-examined when the full economic and financial analysis is undertaken for the ICR. Overall Outcome Rating and Net Disbursements (as of August 21, 2018) The original financing totaling US$18.8 million consisted of a US$11.9 million IDA grant; and a US$6.9 million GPE grant. The additional financing (approved November 22, 2016) totaling US$8.5 million included a US$7.5 million IDA grant; and US$1 million Early Learning Partnership (ELP) grant, for an overall total over the life of the project of US$27.3 million. As of the writing of this ISR total net disbursement comes to US$26.84 million, with 100 percent of all four grants fully disbursed (when taking into the account currency fluctuation). Based on the project's performance, the Overall Outcome Rating for the Project is assessed as satisfactory. Fiduciary and Procurement Financial Management (FM). FM under the Project is rated as satisfactory. Annual audit reports were received on time, revealed no irregularities and were of unqualified opinion. Interim unaudited financial reports were also submitted in a timely manner and in accordance with Bank procedures. The FM staff had relevant and adequate experience to carry out their fiduciary responsibilities including previous work with Bank projects. Procurement. Procurement under the project was sound and is also rated as satisfactory. In general throughout the life of the project procurement was on pace and moved quickly, while closely following procurement guidelines. This remained true throughout the life of the project. Sustainability. The sustainability of the project is highly likely, as key project supported activities will continue after project closing, both through a new World Bank/GPE financing education operation which builds upon the successes and lessons learned of this project and sustainability measures put in place at project close, including the government's take over of the payment of school grants following the policy to abolish school fees which has already taken place, and plans to take over hardship allowance payments within the next project. In addition the project supported some key reforms to the student assessment system and coupled it with capacity building at central, regional, and school levels which will be critical to maintaining project gains. Risks Systematic Operations Risk-rating Tool Risk Category Rating at Approval Previous Rating Current Rating Political and Governance -- Moderate Moderate Macroeconomic -- High High Sector Strategies and Policies -- Moderate Moderate Technical Design of Project or Program -- Moderate Moderate Institutional Capacity for Implementation and Sustainability -- Substantial Substantial Fiduciary -- Moderate Moderate Environment and Social -- Moderate Moderate 8/30/2018 Page 3 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) Stakeholders -- Moderate Moderate Other -- -- -- Overall -- Substantial Substantial Results PDO Indicators by Objectives / Outcomes improve access to education IN00626518 ►Direct project beneficiaries (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 330,442.00 330,442.00 305,000.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626608 Female beneficiaries (Percentage, Custom Supplement) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 52.00 52.00 50.00 IN00626581 ►Additional students in public ECD, LBS and UBS (Total) (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 82,541.00 82,541.00 48,000.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Improve quality of teaching and learning IN00626585 ►Teachers in grades 1-3, from randomly selected 15% of schools, showing good teaching performance as observed through the new classroom observation tool (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 82.00 82.70 60.00 Date 15-Aug-2013 04-Jun-2018 20-Aug-2018 28-Feb-2018 IN00626583 ►Mean scores in (English) in grade 3 in National Assessment Test (NAT) (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 41.50 47.80 47.80 43.00 Date 31-Jul-2012 04-Jun-2018 04-Jun-2018 28-Feb-2018 8/30/2018 Page 4 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) There are only baseline data and end-of project targets, because of linking of common items in such a way that statistical inference is possible. NAT result (with linkage mechanism and background data, every Comments: 4-5 years) is used to monitor learning achievements over time; identifychanges in learning conditions for students, and identify factors contributing to learning achievements IN00626587 ►Head Teachers in lower basic schools adjusting School Development Plans in response to NAT results and approved by Regional Directorates using an agreed upon check list (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 70.00 95.30 80.00 Date 15-Aug-2013 04-Jun-2018 20-Aug-2018 28-Feb-2018 Intermediate Results Indicators by Components Component 1: Increase access to basic education IN00626586 ►Number of additional classrooms built for ECD (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 0.00 29.00 29.00 Date 01-Jun-2016 04-Jun-2018 20-Aug-2018 31-Aug-2018 All 29 ECD classrooms have been built. Comments: IN00626589 ►Number of additional classrooms built or rehabilitated at the primary level resulting from project interventions. (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 80.00 84.00 84.00 Date 15-Aug-2013 04-Jun-2018 20-Aug-2018 31-Aug-2018 The construction of 84 classrooms have been completed. Comments: IN00626590 ►Communities with > 3 km to nearest lower basic school in Region 3,4,5,6 (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 17.00 4.90 4.90 14.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Comments: Annual target IN00626602 ►DLI#2: First tranche (40%) of annual school grants transferred from MOBSE by Sept 15 in year 0 to all public lower basic schools (DLI year 0) (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes 8/30/2018 Page 5 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626603 ►DLI #3: First tranche (40%) of annual school grants transferred from MOBSE by Sept 15 in year 1 to all public upper basic schools (DLI year 1) (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626584 ►Stationery packages provided to students in lower basic schools in hardship areas (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 54,611.00 54,611.00 36,500.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Comments: Annual target Stationeay packages include pencils, pens, notebooks and erasers Component 2: Improve quality of teaching and learning IN00626520 ►Pupil textbook ratio of core textbooks in grades 1-9 in public schools (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 4.10 1.00 1.00 Date 06-Jul-2016 04-Jun-2018 04-Jun-2018 31-Aug-2018 Comments: Currently most students in grades 1-9 public schools do not have any textbooks. IN00626588 ►Average NAT attendance of grade 3 and 5 students in all public schools for two full days (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 89.10 94.60 94.60 95.00 Date 01-Sep-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626606 ►Head Teachers skilled to interpret NAT results (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 95.00 100.00 95.00 Date 15-Aug-2013 04-Jun-2018 20-Aug-2018 31-Aug-2018 All head teachers had training and are skilled to interpret NAT results. Comments: IN00626582 ►Average NAT attendance of grade 8 students in all public schools for two full days (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target 8/30/2018 Page 6 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) Value 83.70 90.57 90.57 90.00 Date 01-Sep-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626591 ►Number of additional qualified primary teachers resulting from project interventions. (Number, Corporate) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1,906.00 1,906.00 1,750.00 Date 15-Aug-2013 15-Dec-2017 15-Dec-2017 31-Aug-2018 IN00626598 ►Reading curriculum guidelines developed by Directorate of Curriculum at MOBSE based on evaluation results of early reading strategies (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626592 ►Student teachers enrolled in revised PTC program (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 1,074.00 1,074.00 900.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626593 ►Externally reviewed and overseen end-of-year examination in place for students completing second year of revised PTC and HTC programs at Gambia College (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No No No Yes Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Recently revised PTC and HTC (now called Diploma in Education and Advanced Diploma in Education, respectively) need to be reviewed before end-of-year examination is developed. Therefore, this indicator Comments: has been transferred to the new project (Education Sector Support Project, P162890). IN00626594 ►Average teachers attendance on time (Percentage, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 90.00 95.70 95.70 95.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Attendance on time is defined as presence at school premises when first lessons in the respective shift Comments: start IN00626604 ►Annual training, promotion and postings exercise based on annually updated personnel records in interfaced EMIS and HR systems (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes 8/30/2018 Page 7 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626595 ►ECD monitoring tool developed by ECD Unit in MOBSE (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626607 ►UBS and SSS English teachers benefited from training programs using the newly developed e-curriculum (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 100.00 176.00 200.00 Date 15-Aug-2013 15-Dec-2017 21-Aug-2018 31-Aug-2018 In April 2018, 24 Upper Basic and 24 Senior Secondary English teachers from the PSI-PMI pilot schools had training for 10 days on the newly created grades 7 and 10 digital English Language of Art (ELA) Comments: course materials. Subsequently those who were trained in April trained additional 64 teachers. In August 2018, 36 Senior Secondary teachers and 28 Upper Basic teachers completed 10 days of ELA training. IN00626596 ►Public upper basic and senior secondary schools installed with solar power (Number, Custom) Baseline Actual (Previous) Actual (Current) End Target Value 0.00 24.00 24.00 24.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Component 3: Technical and Institutional Support IN00626597 ►Basic Education Sector communication strategy developed by the MoBSE (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626605 ►DLI #6: Annual School Census data collection carried out including Madrassas and min. 95% response rate and results and analytical report released by May 2014 (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Comments: DLI Year 1 IN00626599 ►HR supplementary data (personnel details, qualifications, promotion and postings history) updated in HR database at Directorate of HR at MOBSE (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target 8/30/2018 Page 8 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) Value No Yes Yes Yes Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Component 4: Strengthening the education system with a focus on governance and management results IN00626600 ►Annual formal and informal school fees paid by parents to public lower basic schools (Amount(USD), Custom) Baseline Actual (Previous) Actual (Current) End Target Value 12.00 0.00 0.00 0.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626601 ►Annual formal and informal school fees paid by parents to public upper basic schools (Amount(USD), Custom) Baseline Actual (Previous) Actual (Current) End Target Value 17.00 0.00 0.00 0.00 Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 IN00626519 ►Citizen feedback was included in the development of school improvement grant manual, measured by minutes of meeting with citizens (Yes/No, Custom) Baseline Actual (Previous) Actual (Current) End Target Value No Yes Yes Yes Date 15-Aug-2013 04-Jun-2018 04-Jun-2018 31-Aug-2018 Organizations such as Education for All Campaign Network The Gambia (EFANET) and Gambia Comments: Teachers Union discussed with citizens to include their opinions how to use school grants. Data on Financial Performance Disbursements (by loan) Project Loan/Credit/TF Status Currency Original Revised Cancelled Disbursed Undisbursed % Disbursed P133079 IDA-D1370 Effective USD 7.50 7.50 0.00 7.48 0.00 100% P133079 IDA-H9160 Effective USD 11.90 11.90 0.00 11.49 0.00 100% P133079 TF-16496 Effective USD 6.90 6.90 0.00 6.87 0.03 100% P133079 TF-A2125 Effective USD 1.00 1.00 0.00 1.00 0.00 100% Key Dates (by loan) 8/30/2018 Page 9 of 10 The World Bank Implementation Status & Results Report GAMBIA - READ: Results for Education Achievement and Development Project (P133079) Project Loan/Credit/TF Status Approval Date Signing Date Effectiveness Date Orig. Closing Date Rev. Closing Date P133079 IDA-D1370 Effective 14-Sep-2016 08-Oct-2016 22-Nov-2016 28-Feb-2018 31-Aug-2018 P133079 IDA-H9160 Effective 06-Mar-2014 09-Apr-2014 25-Apr-2014 28-Feb-2018 31-Aug-2018 P133079 TF-16496 Effective 09-Apr-2014 09-Apr-2014 25-Apr-2014 28-Feb-2018 31-Aug-2018 P133079 TF-A2125 Effective 08-Oct-2016 08-Oct-2016 22-Nov-2016 28-Feb-2018 31-Aug-2018 Cumulative Disbursements Restructuring History Level 2 Approved on 09-Feb-2018 Related Project(s) P160282-Results for Education Achievement and Development Project (READ) 8/30/2018 Page 10 of 10