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Policy Brief on the National Early Grade Literacy and Numeracy Survey in Jordan: 2014/2015 Remedial Pilot Research Activity
This brief discusses Jordan's remedial pilot research program which was designed to assist teachers in improving the performance of those children who had fallen behind the general performance level of the rest of the class. The program focused on Arabic reading and mathematics in grades 1, 2, and 3. The rationale of the program is that children who are not performing at the general level of the class can benefit from additional instructional support that is aimed at their individual level of learning.
USAID/Uganda School Health and Reading Program: Early Grade Reading Assessment Results
This brief discusses the results from the EGRAs conducted as of January 2016 in Uganda under the School Health and Reading Program (SHRP). Results to date indicate that in virtually every language, increases in reading skills beyond those found in controls schools are taking place – and that teachers are changing the way they are teaching reading.
Uganda School Health and Reading Program Early Grade Reading Assessment Cluster 3 Follow Up 1
This brief discusses Cluster 3 schools where Early Grade Reading Assessment (EGRA) data were collected from 112 randomly selected program and control schools without the program in 9 districts in Uganda1 in October, 2015 from 1,504 program learners and 1,432 control learners at the end of P1 and the findings compared to baseline data collected at the beginning of P1 in February, 2015 from 1,599 program and 1,574 control learners.
USAID/Uganda School Health and Reading Program: The Status of Early Grade Reading and Support to Primary School Teachers to Teach Reading in Uganda: Cluster 3 Baseline Report
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 control1 schools that will be used as a basis for comparison in assessing the effectiveness of the interventions going forward.
Uganda School Health and Reading Program: Cluster 3 Baseline Brief Report
This brief discusses the data collected for Cluster 3 schools using the Early Grade Reading Assessment (EGRA) from 112 randomly selected government primary schools in 9 program districts in Uganda. EGRA data were collected in five languages— Lugwere, Lusoga, Lhukonzo, Ŋakarimojoŋ and English; all learners were assessed in English and in one of the four local languages. Overall, 3,244 Primary 1 (P1) and 1,124 Primary 3 (P3) learners were assessed. In addition to this, 40 P1 reading lessons were observed and 104 teachers and 112 head teachers (or designees in their absence) were interviewed about the support that they provide to teachers in the area of reading.
USAID/Uganda School Health and Reading Program: The Status of Early Grade Reading and Support to Primary School Teachers to Teach Reading in Uganda: Cluster 1 Baseline Report
This baseline report discusses the results from an Early Grade Reading Assessment (EGRA) where data were collected from 300 randomly selected government primary schools in 15 districts in Uganda (11 program districts and 4 control districts). EGRA data were collected in five languages—Ateso, Leblango, Luganda, Runyankore/Rukiga, and Englishall learners were assessed in English and in one of the four local languages. For this baseline, 7,844 P1 and 2,163 P3 learners were assessed. In addition to this, 69 P1 reading lessons were observed and 289 teachers and 280 head teachers were interviewed about the support that they received or were able to provide in the area of reading.
EdData II Nigeria RARA: Research to Advance Education Access Brief
This brief discusses the Nigeria Reading and Access Research Activity and the research on education access conducted through the various desk studies, surveys, and evaluations as part of the activity.
Early Grade Reading Assessment (EGRA) National Baseline Assessment in Mali
This report shares the findings from a study of early grade reading skills and classroom practices in Mali which was conducted in three regions of Mali (Koulikoro, Sikasso and Ségou) in May 2015 at the end of the school year. Children in Grade 2 in classique and curriculum schools were assessed in letter-sound identification, individual word and short story reading, and reading comprehension. Children in medersas were assessed in basic oral French vocabulary knowledge. One class was selected for classroom observation in each of the sampled schools in order to help better understand prevailing teaching practice in the sampled schools.
Primary School Reading Study for Honduras: Final Report
The first component of this EdData II research report (RTI Task 30) was a desk study of literacy instruction in primary schools in Honduras. The researchers reviewed curriculum materials and investigated the instructional practices and use of materials by teachers in primary schools. The second component was an October 2014 field study that involved collecting quantitative and qualitative data from 43 schools in grades 2, 3, 5, and 6, on effective teacher practices, school environment, and infrastructure related to early grade reading instruction.
Lot Quality Assurance Sampling (LQAS) Pilot in Tanzania: Final Report
This final report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Tanzania. It also suggests next steps for applying LQAS more broadly for education program monitoring.