This study primarily provides USAID and the GDRC with information regarding the ability of Grade 3 children to read in three of the DRC’s national languages (Lingala, Kiswahili, and Tshiluba), those same pupils’ receptive and productive oral French skills, and Grade 5 children’s ability to read in French. Other elements of the study provide insight into the numeracy skills of Grade 3 children in one district in Katanga as well as the French reading and numeracy skills of Level 3 pupils in the Accelerated Learning Programs (ALPs). The study also provides background context and data related to key pupil, teacher, head teacher, and school variables that are hypothesized to be good predictors of pupil performance in early grade literacy and numeracy. This diagnostic information will help policymakers make data-informed decisions regarding remediation strategies that can improve the quality of instruction and pupil learning outcomes in early primary grades. English and French versions of the report are available for download.