One strong example of educational evaluation in the Philippines is the Sa Aklat Sisikat (SAS) reading program for Grade 4 learners. The program provided storybooks, trained teachers, and ran a 31-day “read-a-thon” focused on daily reading activities. The evaluation used a randomized controlled trial (RCT) involving 100 public schools in Tarlac and more than 5,500 students. Students were tested before the program, right after it, and three months later.

The evaluation found that SAS increased the number of books students read and led to improvements in reading scores. Immediately after the intervention, reading performance increased by about 0.13 standard deviations, with smaller but still positive effects after three months. This suggests that short, low-cost reading programs can improve literacy outcomes when supported by trained teachers and structured activities.

Strengths

• Strong research design: Because schools were randomly assigned, the study can confidently show that SAS caused the improvements, not just coincidental changes.
• Real classroom context: The evaluation took place in public schools, making it relevant for DepEd programs.
• Clear learning outcomes: It used standardized tests and measured actual reading behavior—not only surveys or impressions.

Weaknesses

• Short time frame: The longest follow-up was only three months, so long-term impact is unclear.
• Limited coverage: It focused only on Grade 4 students in one province, so results may not apply to other regions or grade levels.
• Resource dependency: Scaling may be harder without continued support, books, and teacher training.

Overall, SAS shows how rigorous educational evaluation helps identify what truly works, especially for improving literacy in basic education. It also highlights the need for longer-term and wider evaluations to guide national policy.

References (APA)

Abeberese, A. B., Kumler, T. J., & Linden, L. L. (2014). Improving reading skills by encouraging children to read in school: A randomized evaluation of the Sa Aklat Sisikat reading program in the Philippines. Journal of Human Resources, 49(3), 611–633.

Abdul Latif Jameel Poverty Action Lab. (n.d.). Enabling young readers: Primary school reading program, Philippines. https://www.povertyactionlab.org/evaluation/enabling-young-readers-primary-school-reading-program-philippines

Media / links

Full working paper (PDF):
Abeberese, Kumler, & Linden – IZA Discussion Paper 5812
https://docs.iza.org/dp5812.pdf

Short summary with visuals and key results (J-PAL/IPA page):
“A Primary School Reading Program in the Philippines”
https://www.povertyactionlab.org/evaluation/enabling-young-readers-primary-school-reading-program-philippines