Using Data to Improve Primary Education in Sint Maarten

• Second learning assessment launched to monitor math and reading attainment among selected primary student groups
• Design work for Charles Leopold Bell School and new St. Maarten Library nearing completion, paving the way for a modern future
• New management information system under development to strengthen evidence-based decision-making in education, culture, and sport sectors

A Historic First

Education in Sint Maarten is anything but simple. Children grow up speaking English, Dutch, Spanish, Creole, French, and many other languages at home. In the classroom, however, instruction happens mostly in either English or Dutch. This mismatch creates daily hurdles for students—and for the teachers trying to help them.

Until recently, there was no national learning assessment measuring how children were performing in reading and mathematics in the early grades, which made it more difficult for teachers to identify who was falling behind and for policy makers to shape reforms with real evidence.

That changed with the launch of the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), introduced under the Fostering Resilient Learning Project, backed by the Government of Sint Maarten and supported by the World Bank. This was done at the initiative of Ministry of Education, Culture, Youth and Sports, to ensure policies and programs are addressing teaching and learning in these areas

Surprising Discoveries

The results of the assessments were eye-opening. Students excelled at reading words out loud, but when it came to understanding what they read, many struggled. In math, they could solve six additions and four subtractions per minute—considered average for comparable countries—but comprehension lagged speed

One of the most striking findings? 88 percent of the variation in performance was due to differences between schools. “That told us something powerful,” said one school manager. “It’s not just the students — it’s what’s happening inside the classrooms that really matters.”

Teachers who used technology—like tablets and the internet—saw better student results. Homes where parents read stories or helped with homework, those children scored higher, too. In other words: education is a team effort.

There’s also growing awareness among key stakeholders that language and assessment matters. “It’s clear that students perform better when they’re taught in the language they use at home,” a student care coordinator explained. “That means we need more than data. We need language policies that reflect our reality and support every learner.”

More Than Numbers

This story isn’t just about test scores. It’s about how the results from the learning assessment are being used to improve and transform the education system, to develop individual report cards and personalized learning plans for students.

Several lessons have been gleaned from this experience:

• Customize assessments to match linguistic and cultural realities.
• Use data not for certifications or formal assessment, but to drive targeted support and equity.
• Encourage regional collaboration, sharing tools and best practices to lift up every student.

Discussions are underway to replicate the assessments annually, to better track progress and tailor instruction. In fact, in June 2025, a second national learning assessment was carried out, part of continued efforts to institutionalize learning outcomes within the country, and ensure every child has a chance to thrive.