Publications | 15 November 2017
Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics
Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects.
Reports | 19 June 2017
Tusome External Evaluation Midline Report
Management Systems International (MSI) led the Tusome baseline study using multiple data collection methods, including an early grade reading assessment (EGRA); surveys of pupils, teachers, head teachers, curriculum support officers (CSO) and households; and classroom observation.
Presentations | 14 March 2017
The Power of Instructional Support: Using Existing Systems to Change Teacher Behavior in Kenya
Presentation delivered at CIES 2017 (Atlanta). Instructional support is essential in the process of creating and supporting instructional change. Educational quality improvement is the elusive goal for many recent literacy improvement programs and strategies.