Resources

The Kenya Big Data Activity is an operations research study to help the Kenya Ministry of Education, Science, and Technology (MoEST) identify the challenges, opportunities, and capacity requirements for implementing a school-based digital Education Management Information System (EMIS) at scale and s

Student literacy assessments contribute to identifying the U.S. Agency for International Development’s (USAID’s) progress toward Goal 1: improving reading skills for 100 million children by 2015.

This report presents key findings of a national, stratified random sample of classroom observations of Grade 3 reading instruction in Ministry of Education (MOE) schools.

The purpose of this pilot was two-fold: 1) examining the reliability of the group assessment tool to measure the construct of early grade reading; 2) determining whether or not the group assessment could be used as a partial replacement for the individual EGRA.

This report presents key findings of the 2nd national assessment of Grade 3 reading skills in primary schools of the Ministry of Education (MOE) in Egypt.

A National Policy Dialogue Workshop was held on July 1, 2015, followed immediately by a Benchmark Setting Workshop July 2–3, to address the question: "What is an acceptable level of reading and mathematics achievement for Zambian pupils in the early grades of primary school?”

The 2014 Standard 2 National Assessment Survey (NAS) was intended to provide a national measure of pupil reading (local languages and English) and mathematics skills.

RTI International was asked to develop 10 nonreading indicators (NRI) related to improved early grade reading (EGR) in Zambia—or more generally, to improved learning outcomes.

This analysis report for the reading portion of the Grade 2 NAS presents the results for pupil performance on the EGRA in seven local languages, each of which also had a small set of subtasks in English.