An Analysis of the Effectiveness of Foundational Literacy and Numeracy (FLN) Programs on Learning Outcomes: A Statistical and Economic Perspective

In early grade students’ deficit of persistent learning is mostly covered by Foundational Literacy and Numeracy (FLN) program and have become a central focus of education policy. Foundational skills include the ability to read with meaningful comprehension and different basic and complex arithmetic operations by the end of upper primary. With the help of foundational skills meaningful participation in primary education and economic development of learners and students can be possible. This study shows the effectiveness of FLN programs on learning outcome with the help of different statistical analysis and economic theories prepare integrated framework. Effectiveness of any program cannot be automatically translate into learning achievement for that different statistical evidence from large scale learning assessment used to indicates about that school. Different surveys like Annual Status of Education Report (ASER) and National Achievement Surveys (NAS) gives the comparative results between expectation and actual student competencies at different grade level and also shows the substantial gaps by comparison of student’s result. FLN program find a solution of a problem of mismatch through continuous assessment, improvement of teacher capacity, changes in curriculum and structured pedagogy. By using different methods and models like descriptive statistics, inferential methods and econometric models shows the significant improvement in outcome and result of early literacy and numeracy and shows program beneficiaries and its effect on education. Meaningful learning gains can be known when effect sizes show the range between 0.2 to 0.6 standard deviation across multiple studies.