Since 2014, the Ministry of Education and Higher Education (MOEHE) has worked closely with USAID to advance educational initiatives. The results from two major early grade-reading assessments and a study conducted to measure the amount of classroom time allocated to foundational reading instruction indicate the critical need to increase and optimize the amount of instructional time during the school day. This policy brief documents the research process and findings which have led to the recommendation to increase and optimize instruction time allocated for MSA instruction.