Using a longitudinal quasi-experimental research design, this impact evaluation measured literacy and numeracy outcomes for a random sample of students in 40 intervention and 40 comparison schools at baseline and endline one year later. All sampled students in the intervention schools had benefitted from one year of the Student Needs Action Pack (SNAP) program in either a full package or light-touch format. As part of the sampling process, teachers were asked to classify students as low performing or typical performing students. Equal distributions of both categories of students were included in the sample at baseline.

This evaluation found no overall significant effect of the SNAP program for either the full package or light-touch group. However, we do estimate some effect of SNAP on typical performer students, particularly in the intervention group in which LB and SNAP were implemented in tandem. With effect sizes ranging from 0.17 SD to 0.32 SD, the effect is small, but significant, and suggests that techniques provided to teachers through the SNAP toolkit are applicable to all students and works best when coupled with literacy programming. We also found significant positive effects on two numeracy outcomes for the SNAP only group.