Has reading achievement increased as a result of the USAID/Uganda School Health and Reading Program? Is classroom teacher behavior improving based on program interventions? Early Grade Reading Assessment (EGRA) data collected for Cluster 2 shows that Leb Acӧli, Lugbarati, and Runyoro-Rutooro schools receiving the SHRP intervention are continuing to make small but significant progress towards reading proficiency. • All 4 Cluster 2 languages started out with very low levels of reading readiness at the beginning of P1. At the end of P2, Leb Acӧli and Runyoro-Rutooro schools receiving program interventions are performing significantly better than control schools in local language reading fluency, local language reading comprehension and in English reading fluency, with a medium to large effect size. • Teachers in program classrooms are teaching more from lesson plans that employ early grades reading methodology. Learners in program classrooms are more likely to read from printed material. • While teachers are receiving some classroom support from head teachers, follow up support by CCTs is insufficient • In general, there were no differences in reading scores for boys and girls, but they are noted in the report when they do occur.