Resources

Limited rigorous evidence is available from sub-Saharan Africa regarding whether children who learn to read in their mother tongue will have higher learning outcomes in other subjects. A...

Success story about a recent kindergarten initiative under USAID's Early Grade Reading and Mathematics Project to help children and parents prepare to enter school.

Final, validated instruments used in the 2017 Tanzania National EGRA. The EGRA and SSME were made possible with funding from USAID. The EGMA component was made possible by funding from Global...

This report, from the All Children Reading-Cambodia project, documents the results of the teacher survey, desk review and compilation of assessment data and communicates the implications of that...

During 2016/2017, RTI implemented an assistive technology initiative to improve reading instruction in inclusive grade two public school classrooms in 63 schools in five regions of Ethiopia....

This circular from the Uganda Ministry of Education and Sports (MoES) describes a new mandatory requirement under the "National Strategy and Action Plan on Violence Against Children in Schools...

The following article from the Jordan Times describes positive results of the USAID and DFID co-funded RAMP program implemented by RTI in Jordan.

This case study was selected by the Digital Principles for Development as a model illustrating the principles of "design with the user in mind" and "be data driven".

USAID/Washington, via the All Children Reading (ACR)—Asia task order, commissioned RTI International to conduct research on whether lower and middle-income countries in Asia should invest in early...

Cambodia’s teacher professional development (PD) system is at a crossroads. There is a growing realization that the lower than expected learning outcomes in Cambodia are directly related to lower...