Assessments of student learning in the primary grades, such as the Early Grade Reading Assessment (EGRA), offer an opportunity to determine whether students are developing the fundamental skills upon which all other literacy skills build, and, if not, where efforts might be best directed. A closer evaluation of students’ mastery of foundational reading skills would help reveal to Yemen’s MOE why learning outcomes have not improved as much as would be desired. To that end, USAID and the Yemen MOE tasked RTI International with administering EGRA to a stratified random sample of 735 students in grades 2 and 3. Students were selected from 40 schools across the three governorates of Amran, Lahj, and Sana’a.