Resources

This report presents the findings from the 2013 administration of the Ghana National Education Assessment (NEA), carried out by the Assessment Services Unit (ASU) within the Ghana Education Service (GES).

The intent of this summary report is to engender broad-based policy discussions and recommendations around one question: Why are pupils struggling with English and mathematics in P3 and P6?

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 e

This presentation was prepared for the Comparative and International Education Society Annual Conference held in Washington, D.C. on 10 March, 2015.

This presentation discusses a desk study which was designed to advance knowledge of which countries have and have not conducted early grade reading assessments, while also providing information on where literacy issues remain critical and where improvement in underway.

Assessments of student learning in the primary grades, such as the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), offer an opportunity to determine whether children are developing the fundamental skills upon which all other literacy and mathematical skills build

This presentation was presented by Alison Pflepsen and USAID to provide information about a recently developed resource of use to those working to improve reading and learning outcomes. The presentation discusses how to plan for language use in education. It was presented at CIES on March 10, 2015.

This report discusses Jordan's remedial pilot research program which was designed to assist teachers in improving the performance of those children who had fallen behind the general performance level of the rest of the class.

This report discusses the impact and results of the pilot intervention that was implemented during the 2013-2014 school year across 43 schools reaching more than 400 teachers and approximately 12,000 students in Jordan.

This report is one of three undertaken in the context of a situation analysis of reading in Morocco. The present report analyzes in detail teachers’ attitudes and practices.