Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 3 Baseline: Lugwere, Lusoga, Lhukonzo, Ŋakarimojoŋ and English
This report summarizes the findings from a baseline assessment that was conducted in February and March, 2015 to determine the current status of reading achievement in the “Cluster 3” schools in which the Program is currently working, as well as achievement in control 1 schools that will be used as
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 1 Follow up 4, End or Primary 4: Ateso, Leblango, Luganda, Runyankore/Rukiga and English
Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 1 Follow Up 3, end of Primary 3: Ateso, Leblango, Luganda, Runyankore/Rukiga and English
Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 2 Follow up 2 End of Primary 2: Ateso, Leblango, Luganda, Runyankore/Rukiga and English
Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program interventions?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 1 Follow up 1: Ateso, Leblango, Luganda and Runyankore/Rukiga
To what extent did the Uganda School Health and Reading Program interventions1 improve early grade reading and the teaching of early grade reading in USAID/Uganda-supported primary schools over the course of the 2013 academic year?
Briefs | 24 February 2020
USAID/Uganda School Health and Reading Program Cluster 1 Baseline: Ateso, Luganda, Leblango, Runyunkore-Rukiga
This report summarizes the findings from a baseline assessment that was conducted in February and March, 2013 to determine the current status of reading achievement in the schools in which the School Health and Reading Program will be working, as well as achievement in “control” schools that will be
Briefs | 17 February 2020
USAID Uganda School Health and Reading Program, Systemic, Sustained Reading Achievement
Briefer: Final Early Grade Reading Assessment Results from the USAID/Uganda School Health and Reading Program.
Briefs | 14 February 2020
Brief: Audio Computer-Assisted Self-Interview
The traditional face-to-face (FTF) survey method cannot accommodate the privacy needed to mitigate the effect of social-desirability bias, particularly with the most sensitive topics such as corporal punishment and sexual violence, nor does it provide a means to elicit authentic responses.
Publications | 3 January 2020
The central role of school culture and climate in fostering social and emotional learning: Evidence from Malawi and Uganda
The central role that the school and classroom environment
or ‘school climate’ plays in social and emotional learning (SEL)
is well documented, albeit mostly from US-based studies.
Reports | 22 November 2019
The Intersection of School Climate, Social and Emotional Learning, and Emerging Reading: Longitudinal Study Baseline Report
The primary objective of the study is to evaluate the success of the Journeys intervention in improving school climate; shifting gender attitudes toward more gender equality; strengthening student’s SEL; and reducing the prevalence and extent that pupils experience bullying, corporal punishment, and