Resources

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...

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.

While the SDGs now officially call for global reporting on learning outcomes, many institutions and scholars had noticed, at least since the mid-2000s, that many children were not learning much,...

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...

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...

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 CIES 2017 (Atlanta). CIES Panel title: Measuring regional progress toward early grade reading and mathematics targets in a national application of LQAS as part of the...

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...

The EGRA has been a useful tool to understand students’ progress toward fluent reading. However, users are often left wanting additional information about reading comprehension, writing, and...