Resources

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...

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...

As a result of Universal Primary Education (UPE) and reform efforts, primary school enrollment in Uganda doubled from 2.9 million in 1995 to 5.8 million by 1998. By 2016, enrollment had reached...

Do children with deficits in both rapid automatic naming (RAN) and phonological awareness in Chichewa experience more difficulty with reading growth than children with single or no deficits? To...

This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and...

Measurement of learning is central to the Sustainable Development Goals for education, both in early primary (grade 2/3) and in early childhood (under the age of 5) (IAEG 2016). Of particular...

Presentation delivered at CIES2017 (Atlanta). A challenge of large-scale education research projects in international development is determining the most appropriate way to effectively report...

Presentation delivered at CIES 2017 (Atlanta). The Malawi Early Grade Reading Activity (EGRA), funded by the United States Agency for International Development (USAID) and implemented by RTI...

Presentation delivered at CIES 2017 (Atlanta). A systematic way to use baseline evaluation studies to help define and identify disadvantaged schools in an intervention program.

Workshop delivered at CIES 2017 (Atlanta). The workshop will begin with introducing participants to accessible online educational survey data from EGRA and EGMA. Participants will be introduced to...