The attached document is the Arabic-adapted Early Grade Reading Assessment (EGRA) Toolkit, Second Edition. The Early Grade Reading Assessment (EGRA) Toolkit, Second Edition is the product of ongoing collaboration among a large community of scholars, practitioners, government officials, and education development professionals to advance the cause of early reading assessment and acquisition among primary school children in low-income countries. In the interest of consolidating diverse experiences and developing a reasonably standardized approach to assessing children’s early reading acquisition, this “toolkit,” or user manual, serves as a guide for countries beginning to work with EGRA in such areas as local adaptation of the instrument, fieldwork, and analysis of results This toolkit is intended for use by Ministry or Department of Education staff, donor staff, practitioners, and professionals in the field of education development working specifically in Arabic-speaking contexts. The document seeks to summarize a large body of research in an accessible manner. The procedures described in this toolkit are to be used in all USAID-funded administrations of EGRA and, it is hoped, in all other EGRA administrations as well.

The attached document is the French-adapted Early Grade Reading Assessment (EGRA) Toolkit, Second Edition. It is the product of ongoing collaboration among a large community of scholars, practitioners, government officials, and education development professionals to advance the cause of early reading assessment and acquisition among primary school children in low-income countries. In the interest of consolidating diverse experiences and developing a reasonably standardized approach to assessing children’s early reading acquisition, this “toolkit,” or user manual, serves as a guide for countries beginning to work with EGRA in such areas as local adaptation of the instrument, fieldwork, and analysis of results. This toolkit is intended for use by Ministry or Department of Education staff, donor staff, practitioners, and professionals in the field of education development working specifically for French-speaking contexts. The document, seeks to summarize a large body of research in an accessible manner. The procedures described in this toolkit are to be used in all USAID-funded administrations of EGRA and, it is hoped, in all other EGRA administrations as well.

This reports summarizes a process to improve performance management and accountability that emphasized participatory data collection and use in Northern Nigeria. Private sector actors at State, LG and school and community level were encouraged to collect data and use it for purposes of advocacy, capacity building, and accountability. At the local government level, community participation was encouraged through a series of forums in which representatives from school staff, parents, business and religious leaders collectively reviewed data on the performance of their primary school education system, established areas for support, and assigned responsibilities. Although successful with support from project funds, it was unclear if the process would survive after the project. This report summarizes a survey of forum participants and is divided into three sections: (i) a short discussion of the data collection process; (ii) a summary review of survey results; and (iii) recommendation for three key areas of sustainability – roles and responsibilities; financing and formalization of the process.

A brief summary of EGRA results across countries (through 2011) highlighting differences in achievement by gender.

In October 2016, experts from RTI International, USAID, the Inter-American Development Bank, and the Children’s Investment Fund Foundation participated in a panel discussion examining how stakeholders in early childhood education, health and nutrition can break down the silos represented by these fields and build an integrated approach to early childhood development. The panel took place following the release of a new Series on early childhood development published in The Lancet which found that more than two in five children in low- and middle-income countries (an estimated 43 percent, or 250 million) are at risk of not reaching their development potential due to extreme poverty and chronic undernutrition. Maureen Black, PhD, distinguished fellow at RTI International, is lead author of the first paper in the Series.

This two page brief provides summary graphics of key data on children's reading ability in schools that teach reading in Hiligaynon and use this language as medium of instruction. The skills were measured using EGRA, conducted in February/March 2014 (end of Grade 1 and Grade 2).

This two page brief provides summary graphics of key data on children's reading ability in schools that teach reading in Sinugbuanong Binisaya and use this language as medium of instruction. The skills were measured using EGRA, conducted in Region VII in February/March 2014 (end of Grade 1 and Grade 2).

This two page brief provides summary graphics of key data on children's reading ability in schools that teach reading in Sinugbuanong Binisaya and use this language as medium of instruction. The skills were measured using EGRA, conducted in Region VII in February/March 2014 (end of Grade 1 and Grade 2).

The 2014 early grade reading assessment (EGRA) research, conducted under the USAID Blanket Purchase Order “EdData II” (DEP/AME Task Order no. 15) held by RTI International, was a follow on to the work done in 2013 to support the nation’s mother-tongue based multilingual education program (MTB-MLE) by conducting national and regional baseline assessments. This brief provides a summary of reading achievement in four languages--Ilokano, Maguindanaoan, Hiligaynon, Sinugbuanong Binisaya--as measured by EGRA, and findings about implementation of MTB-MLE in the Philippines from interviews and classroom assessments.

This two page brief provides summary graphics of key data on children's reading ability in schools that teach reading in Ilokano and use Ilokano as medium of instruction. The skills were measured using EGRA, conducted in Region 1 of in February/March 2014 (end of Grade 1 and Grade 2).