Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs). These shortcomings are particularly concerning given the substantial learning loss due to COVID-19 from which many systems are suffering. The Learning at Scale study identified eight of the most effective large-scale education programs in LMICs and now is examining what factors contribute to successful improvements in learning outcomes at scale (see list of programs on last page of this brief). These programs were selected based on their demonstrated gains in reading outcomes at-scale, from either midline or endline impact evaluations. The study addresses three overarching research questions, focused on understanding (1) the components of instructional practices (Brief 1), (2) instructional supports (Brief 2), and (3) system supports (Brief 3) that lead to effective instruction. This brief focuses specifically on instructional supports. It addresses the following research question: What methods of training and support lead to teachers adopting effective classroom practices in successful, large-scale literacy programs?

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief). These programs were selected based on their demonstrated gains in reading outcomes at-scale, from either midline or endline impact evaluations. The study addressed three overarching research questions, focused on understanding the components of instructional practices (Brief 1), instructional supports (Brief 2), and system supports (Brief 3) that lead to effective instruction. This brief focuses specifically on instructional practices. It addresses the following research question: What classroom ingredients (e.g., teaching practices, classroom environment) lead to learning in programs that are effective at scale?

The Learning at Scale study was designed to identify existing early grade reading programs with demonstrated impact on basic skills at scale and to conduct in-depth investigations of these programs to determine what makes them successful. After an extensive search, eight programs (spanning seven countries) were selected for inclusion in the study. Research on these programs has been conducted in order to answer the three overarching research questions, focused on understanding the components of instructional practices, instructional supports, and system supports that lead to effective instruction. Learning at Scale data collection activities for some of these programs were delayed due to COVID-19. However, with demand for information about how to implement effective interventions at large scale at an all-time high, we believe that the timely sharing of findings from Learning at Scale is essential. Accordingly, this interim report provides preliminary findings from our study to date, highlighting key high-level findings across all eight programs, as well as quantitative and qualitative findings from primary research for select programs. The Learning at Scale study is led by RTI International, as part of the Center for Global Development (CGD) education research consortium, funded by the Bill and Melinda Gates Foundation.

This report presents the findings of the Jordan Early Grade Reading and Mathematics Initiative (RAMP) endline survey conducted at the end of the 2018–2019 school year (in May 2019).

Improving learning outcomes at scale is hard. That may seem obvious, but only recently have policymakers and donors become aware of just how dire—and broad—the learning crisis is. Most of their efforts to improve learning have been pilot programs, and although in some cases it has been possible to improve outcomes at this small scale, it is an entirely different challenge at scale, which can involve thousands of schools—the level at which change must happen to fix the crisis.

This presentation is based on an activity that was designed to apply lessons learned and best practices from the recent EGRA Benchmarks and Standards Research Report (RTI International, 2018) to a five-language benchmarking activity for early grade reading in India.

This report summarizes the findings of the 2018 Early Grade Reading and Mathematics Initiative (RAMP) Lot Quality Assurance Sampling Assessment, measuring impact between 2017 and 2018. The United States Agency for International Development (USAID) and UK Aid have funded RAMP as a national effort designed to improve the reading and mathematics skills and performance of students in Jordan from kindergarten 2 through grade 3 (K2–G3). This five-year program began on January 1, 2015, and is scheduled to end on December 31, 2019. Her Majesty Queen Rania Al-Abdullah formally launched RAMP as part of the broader Ministry of Education (MoE) initiative to improve education. The Research Triangle Institute (RTI) International leads implementation with its partners: Queen Rania Teacher’s Academy, ChangeAgent for Arab Development and Education Reform, We Love Reading, The Kaizen Company, Mercy Corps, Dajani Consulting, and Prodigy Consulting. The RAMP team and the MOE conducted a Lot Quality Assurance Sampling (LQAS) assessment in November 2018. Approximately 200 assessors (most of whom were MOE supervisors) were trained to collect reading and mathematics performance data across all 42 field directorates in the kingdom. For this activity, an approach was used at the school level, which led to a final sample of more than 39,000 Grade 2 and Grade 3 students in 2,076 schools. Performance comparisons made on three key indicators (reading comprehension, oral reading fluency, and mathematics) provides illustrative evidence of the gains made by RAMP schools over one school year. Large gains were seen on reading comprehension with the percent of students reaching the comprehension benchmark, increasing from 43% in 2017 to 55% in 2018. Gains in terms of oral reading fluency increased from 13% in 2017 to 19% in 2018. The smallest gains were in terms of mathematics (where the percent of students reaching the benchmark improved only slightly from 28% in 2017 to 30% in 2018).

Presentation delivered at CIES2017 (Atlanta). A challenge of large-scale education research projects in international development is determining the most appropriate way to effectively report findings for a wide variety of audiences (e.g., researchers, ministry officials, donors, and other relevant stakeholders). It is important to consider technical rigor and accessibility, while ultimately providing results that can be used to inform policy and instruction. Using Early Grade Reading Assessment (EGRA) data from Uganda in two languages, we are replicating an approach for categorizing students into learning profiles, which are directly tied to their particular instructional needs. We have conducted this analysis previously with data from Indonesia. We had conceptualized on the framework to be used across different context This study reports on the efficacy of using the same method with this sample with Luganda speakers. We divided students into five learning profiles based on their reading ability (Next Grade Ready, Fluent, Instructional, Beginner, and Nonreader) and then examined the relationship among these profiles and their reading skills on a variety of EGRA subtasks to determine the instructional need required to promote students from one profile to the next. Our learner profile method has been used with data in two countries and two languages. EGRA has been used in over 70 countries and in more than 100 languages. This study is an initial attempt to explore the value in this method.

This report summarizes main findings and lessons learned from the piloting of the lot quality assurance sampling (LQAS) methodology in the education sector in Ethiopia. It also suggests next steps for applying the LQAS methodology more broadly for education program monitoring.

The GALA was designed to maximize the benefits of a group-administered instrument, while also taking advantage of lessons learned from the individually administered Early Grade Reading Assessment (EGRA). It limits administration time; can be administered with minimal training; has a simplified scoring system; is based on a previously validated tool; assesses a full range of early grade literacy skills; does not rely on passage reading; and can be adapted for new contexts and languages.