EGRA Plus in Liberia Liberia began an early grade reading intervention, called EGRA Plus: Liberia, in 2008. By the end of the project in 2010, students' reading performance had nearly tripled. This video shows that large improvements in reading are possible on a relatively fast schedule. At the same time, there are many children in Liberia who still can't read. Now that there is proof that reading can be improved in short periods of time, this video calls for urgent attention to this issue and provides a few tips to parents as to what they can do to assist teachers in improving their children's reading performance.

This report summarizes the results from a three-month pilot research activity in Kaolack, Senegal designed to test whether communications techniques can bring about changes in family members’ knowledge, attitudes, and behaviors related to their children learning to read. At the end of three months, family members in Kaolack demonstrated strong recall of the main messages of the campaign and were much more likely than control families to espouse beliefs supportive of their children learning to read.

This implementation report was designed to assist the Examination Council of Zambia (ECZ) by providing detailed instructions for carrying out the 2016 National Assessment Survey for Grade 2.

This document was designed as a practical response to requests from USAID’s Africa Missions, which have increasingly indicated their need for more guidance on the role of language of instruction (LOI) in their efforts to achieve Goal 1 of the 2011 USAID education strategy: Improved reading skills for 100 million children in primary grades (USAID, 2011). This need reflects a call by USAID in the Technical Notes of its 2011 USAID Education Strategy (the Bureau of Economic Growth Agriculture and Trade, Office of Education [EGAT/ED]), which identified LOI among the seven areas in which Missions were likely to need technical assistance or additional resources for designing or implementing early grade reading programs.

This report discusses the impact and results of the pilot intervention that was implemented during the 2013-2014 school year across 43 schools reaching more than 400 teachers and approximately 12,000 students in Jordan.

This report presents key findings of the first baseline of early grade reading skills implemented in the West Bank. This EGRA for Grade 2 was conducted in March 2014 in a representative sample of 150 Ministry of Education and Higher Education (MOEHE) primary schools, stratified by school gender and selected randomly from 16 districts in the West Bank. The 2,953 tested students were randomly selected from Grade 2 enrollment lists prior to each school visit. The results are representative of MOEHE Grade 2 students and primary schools in West Bank.

This infographic provides an overview of key data related to attendance rates and schooling status in Nigeria, based on the NEDS 2015 data set.

This report discusses two overarching themes for the behavior change communication (BCC) activity under Education Data for Decision Making (EdData II), Task Order 20. We begin by presenting a summary of pertinent health behavior theories and studies, which aim to inform the BCC activity and suggest possible techniques and strategies that can be applied to the education sector. We then move to describing a proposed applied research study, which will use the results of the health behavior studies to develop a possible model to be used for implementing a literacy intervention in a developing country.

This presentation, delivered at the MENA region All Children Reading workshop in Rabat, provides an overview of results to date in the region and introduces the early grade reading barometer.

EdData II, which began in late 2004, provides survey expertise to help national and local governments as well as the donor community to assess their education status. Project advisors collaborate with USAID Missions and Bureaus, other donors, and host-country stakeholders to find innovative and cost-effective ways to gather and analyze education data. One task order under EdData II, called "Learning Outcomes Research and Assessment Related Projects (2009-2013) supported the conduct of early grade basic skills in reading and math. Experiences with the various assessments were documented in an EdData II publication: "Learning Outcomes Research and Assessment-Related Project: Final Report (October 2013). The final "Learning Outcomes" report covered initial country reactions to the assessments and their findings. The purpose of this review was to collect data on how results had been disseminated and used long after the initial release of the report.