In a classroom on the island of Sint Maarten, children read together in both English and Dutch under the encouraging gaze of their teacher. This simple scene represents a historic shift in the island’s education system — for the first time, educators and policymakers are equipped with national-level data to understand how well children are truly learning in the early grades. The Ministry of Education, Culture, Youth and Sports led this initiative to ensure that education policies and programs better address teaching and learning challenges across the country.
Sint Maarten’s education system is unique and complex, shaped by the island’s rich linguistic diversity. Although the island is small, its population speaks multiple languages at home, including English, Dutch, Spanish, Creole, and French. However, classroom instruction mainly takes place in English or Dutch, creating language mismatches that can hinder learning. For instance, while 77 percent of students in English-instruction schools speak English at home, only 16 percent of those in Dutch-instruction schools speak Dutch at home. This gap poses daily challenges for both students and teachers.
Until recently, Sint Maarten lacked a national learning assessment to measure early grade performance in reading and mathematics. This changed with the introduction of the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), launched under the Fostering Resilient Learning Project, supported by the Government of Sint Maarten and the World Bank. These assessments came at a crucial moment — the evaluated students were those who began school during the COVID-19 pandemic, facing significant disruptions. The initiative helped identify learning gaps and assess the effectiveness of recovery programs implemented in response to the crisis.
The findings revealed both strengths and weaknesses. Students were proficient at decoding words but struggled with reading comprehension. In mathematics, they performed well in basic addition and subtraction but had difficulty understanding underlying concepts. Notably, 88 percent of performance differences were linked to variations between schools, highlighting the importance of classroom practices and teaching quality. Teachers who integrated technology and parental involvement in learning saw better student outcomes, emphasizing that education success relies on collaboration among schools, teachers, and families.
Beyond test results, the assessments have spurred real educational transformation. The data has been used to create individualized report cards and personalized learning plans, and efforts are underway to make such assessments a regular national practice. In June 2025, Sint Maarten conducted its second national learning assessment to continue tracking progress. The findings have also underscored the critical role of language in learning, leading to discussions on policies that better reflect the multilingual reality of the island.
Sint Maarten’s experience is now drawing regional attention as a model for other small states facing similar educational and linguistic challenges. The key takeaway is the power of customizing assessments to local contexts, using data to drive equitable support, and fostering collaboration across borders to strengthen education systems.
As Sint Maarten looks to the future, the commitment to improving education remains strong. The island’s journey is more than a story about testing — it is a testament to the belief that every child, regardless of language or circumstance, deserves the opportunity to learn, grow, and succeed. With new data and continued collaboration, Sint Maarten is building an education system grounded in evidence, inclusivity, and hope.
