Reading for Life: Lasting Impacts of a Literacy Intervention in Uganda

Julie Buhl-Wiggers, Copenhagen Business School
Jason Kerwin, University of Minnesota
Ricardo Montero de la Piedra, University of Minnesota
Jeff Smith, University of Wisconsin
Rebecca L. Thornton, University of Illinois

Despite many examples of educational programs that are effective in the short run, evidence of programs that remain effective in the long-run remains scarce. We study the Northern Uganda Literacy Project (NULP)—a three year early grade reading intervention that resulted in large short-term impacts (1.2 SD in local language reading and 0.5 SD in English reading). We follow students 8-9 years after the program began (and 5-6 years after it ended) and find 58% of the effect remains in local language and 100% remains in English. These effects represent 4.4 extra years of local-language learning and 1.6 extra years of English learning compared to the control group. We find no spillover effects on math or sexual behavior. The control group exhibits dismal grade progression and retention both before and during the COVID-19 pandemic. While the NULP had no impact on attendance or remaining in school, it modestly improved grade progression.